BFILO-PLL-19P064 CHACE - ESPINOZA.pdf

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTICS

HIGH STANDARD SYSTEM OF EDUCATION UNIVERSITY

CENTER: MAIN GUAYAQUIL

EDUCATIONAL PROJECT

PRIOR TO OBTAIN THE BACHELOR DEGREE IN SCIENCE

OF EDUCATION

SPECIALIZATION: ENGLISH

TOPIC

TECHNIQUES TO GENERATE IDEAS IN PRE-WRITING

PROPOSAL

DIDACTIC GUIDE OF TECHNIQUES TO GENERATE IDEAS

IN PRE-WRITING

AUTHORS

CHACE QUELAL GLORIA ISABEL

ESPINOZA LLANOS ANGÉLICA ROSARIO

ADVISOR: PhD. LORNA CRUZ RIZO

GUAYAQUIL - ECUADOR

2019

ii


FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF

EDUCATION


HIGH STANDARD SYSTEM OF EDUCATION

AUTHORITIES

MSc. Santiago Galindo Mosquera MSc. Pedro Rizzo Bajaña

DEAN SUB-DEAN

Lic. Sara Anaguano Pérez, MSc. Ab. Sebastián Cadena Alvarado

DIRECTOR SECRETARY

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MSc.

Santiago Galindo Mosquera

DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE

LA EDUCACIÓN

CIUDAD. -

De mis consideraciones,

En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias

de la Educación me designaron Consultor Académico de Proyectos

Educativos de Licenciatura en Ciencias de la Educación, Mención:

INGLÉS, el día 17 de junio del 2019.

Tengo a bien informar lo siguiente:

Que las integrantes GLORIA ISABEL CHACE QUELAL, con C.I.

180424942-1 y ANGÉLICA ROSARIO ESPINOZA LLANOS, con C.I.

093046745-1, diseñaron el presente proyecto educativo.

Tema: TECHNIQUES TO GENERATE IDEAS IN PRE-WRITING.

Propuesta: DIDACTIC GUIDE OF TECHNIQUES TO GENERATE IDEAS

IN PRE-WRITING.

El mismo que ha cumplido con las directrices y recomendaciones dadas por

el suscrito.

Los participantes satisfactoriamente han ejecutado las diferentes etapas

constitutivas del proyecto, por lo que procedo a la APROBACIÓN del

proyecto, y pongo a vuestra consideración el informe de rigor para los

efectos legales correspondientes.

Atentamente,

iv

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

Guayaquil, 5 de agosto del 2019

Lic. Sara Anaguano Pérez, MSc. DIRECTORA DE LA ESCUELA DE LENGUAS Y LINGÜÍSTICA FACULTAD FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN UNIVERSIDAD DE GUAYAQUIL Ciudad De mis consideraciones: Envío a Ud. el Informe correspondiente a la tutoría realizada al Trabajo de Titulación “Topic: Techniques to generate ideas in pre-writing. Proposal: Didactic guide of techniques to generate ideas in pre-writing” de las estudiantes Chace Quelal Gloria Isabel y Espinoza Llanos Angélica Rosario, indicando han cumplido con todos los parámetros establecidos en la normativa vigente:

• El trabajo es el resultado de una investigación.

• El estudiante demuestra conocimiento profesional integral.

• El trabajo presenta una propuesta en el área de conocimiento.

• El nivel de argumentación es coherente con el campo de conocimiento. Adicionalmente, se adjunta el certificado de porcentaje de similitud y la valoración del trabajo de titulación con la respectiva calificación. Dando por concluida esta tutoría de trabajo de titulación, CERTIFICO, para los fines pertinentes, que las estudiantes están aptas para continuar con el proceso de revisión final. Atentamente,

v

Guayaquil, 5 de agosto del 2019

MSc.

SANTIAGO GALINDO MOSQUERA

DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA

EDUCACIÓN

CIUDAD.-

Para los fines pertinentes comunico a usted que los derechos intelectuales del

proyecto educativo con el tema: TECHNIQUES TO GENERATE IDEAS IN PRE-

WRITING. Propuesta: DIDACTIC GUIDE OF TECHNIQUES TO GENERATE

IDEAS IN PRE-WRITING; pertenecen a la Facultad de Filosofía, Letras y Ciencias

de la Educación.

Atentamente,

_________________________ _______________________________

GLORIA ISABEL CHACE QUELAL ANGÉLICA ROSARIO ESPINOZA LLANOS C.I. 180424942-1 C.I. 093046745-1

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FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF

EDUCATION


EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL)

PROJECT

TOPIC: TECHNIQUES TO GENERATE IDEAS IN PRE-WRITING.

PROPOSAL: DIDACTIC GUIDE OF TECHNIQUES TO GENERATE

IDEAS IN PRE-WRITING.

APPROVED

………………………………

Tribunal No 1

.…………………………. …………………………

Tribunal No 2 Tribunal No 3

CHACE QUELAL GLORIA ISABEL ESPINOZA LLANOS ANGÉLICA ROSARIO

C.I. 180424942-1 C.I. 093046745-1

vii

EL TRIBUNAL EXAMINADOR

OTORGA AL PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

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DEDICATION

This project is dedicated to God, my Father in Heaven, because He never let go of my hand during this beautiful journey and gave me the strength to finish. To my family, especially to my parents who always believed in me and gave me their unconditional support. To Alexandra who lit the flame of service in my heart. To Angélica for not letting me go, thanks for motivating me to continue and be my main teacher. To my Christian family who prayed for me and always gave me their love. To my friends, the family I chose, thank you for being with me throughout these years, especially May, Raffa, Ale and Marito.

Gloria Isabel Chace Quelal

I dedicate this research project to God and Holy Mary, who have

been light, true love and strength in my dark moments.

To my godfather Dr. Salomón Quintero, my model of intelligence

and humanity, who guides me from Heaven.

To my grandparents, Hilario, Margarita and Marisabel, who always

take care of me and support me.

To my parents, Mario and Esther, my first teachers and best

friends, for you I don't give up and fight every day to live. All my

achievements are yours.

To my relatives, my cousins and friends, for understanding all the

times that I have sacrificed valuable moments with you.

To my comrades from the School of Languages, especially Gloria,

my thesis partner and friend, since we have shown that it is worth

the effort.

Angélica Rosario Espinoza Llanos

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ACKNOWLEDGEMENT

To our teachers, who have sown the seed of knowledge, but have

also shown their empathy, respect and true friendship during these

formative years. We will never forget you and all the memories we have

made, will remain in our hearts.

To our tutor, PhD. Lorna Cruz, despite the short time we know her,

has guided us in this project with patience and dedication, always willing to

share her valuable experience.

Gloria & Angélica

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TABLE OF CONTENTS

PRELIMINARIES

Cover page i

Authorities ii

Project approval letter iii

Project completion approval letter (Annex 4 of T.U.) iv

Intellectual rights letter v

Approval of the jury vi

Qualification of the jury vii

Dedication viii

Acknowledgement ix

Table of contents x

Index of tables xii

Index of figures xiii

Index of annexes xiv

Resumen xv

Abstract xvi

Repositorio Nacional en Ciencia y Tecnología xvii

National Repository in Science and Technology xviii

Introduction 1

CHAPTER I: THE PROBLEM 1.1. Problem research 3

1.2. Problem statement 5

1.3. Formulation of the problem 5

1.4. Objectives of the research 5

1.4.1. General objective 5

1.4.2. Specific objectives 6

1.5. Scientific questions 6

1.6. Justification 6

CHAPTER II: THEORETICAL FRAMEWORK 2.1. Background of the research 8

2.2. Conceptual-theoretical framework 11

2.2.1. Philosophical foundation 11

2.2.2. Sociological foundation 13

2.2.3. Psychological foundation 16

2.2.4. Pedagogical- Didactic foundation 18

2.2.5. Linguistic foundation 23

xi

2.3. Contextual framework 27

2.4. Legal framework 29

CHAPTER III: METHODOLOGY 3.1. Research design 32

3.2. Modality research 32

3.3. Types of research 32

3.4. Research methods 33

3.5. Research techniques 34

3.6. Research instruments 35

3.7. Operationalization of the variables 36

3.8. Population and sample 37

3.8.1. Population 37

3.8.2. Formula 37

3.8.3. Sample 39

3.9. Analysis and interpretation of results 40

3.9.1. Analysis of the survey 40

3.9.2. Interview results 56

3.9.3. Class observation results 59

3.9.4. Triangulation 60

CHAPTER IV: THE PROPOSAL 4.1. Justification 61

4.2. Objectives of the proposal 62

4.2.1. General objective 62

4.2.2. Specific objectives 62

4.3. Feasibility of the proposal 62

4.4.1. Technical aspect 62

4.4.2. Financial aspect 62

4.4.3. Human aspect 63

4.4. Description of the proposal 63

4.5. Conclusions and Recommendations 66

4.6. Proposal 67

4.7. Bibliographical references 114

4.8. Bibliography 117

ANNEXES 119

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INDEX OF TABLES

Table 1 Operationalization of Variables 36

Table 2 Population of “Francisco Huerta Rendón” High School 37

Table 3 Strata of the sample of “Francisco Huerta Rendón” High School 38

Table 4 Sample of “Francisco Huerta Rendón” High School 39

Table 5 Item 1. It takes me time to organize my ideas to make a short writing 40

Table 6 Item 2. It is difficult for me to start writing 41

Table 7 Item 3. I consider it important to organize myself in advance to generate ideas 42

Table 8 Item 4. I can generate my ideas by doing mind maps 43

Table 9 Item 5. I notice that my teachers perform practical procedures so that I can write with ease 44

Table 10 Item 6. I like to write freely 45

Table 11 Item 7. I believe that writing is useful to convey my thoughts 46

Table 12 Item 8. My writings make sense and are logical 47

Table 13 Item 9. While writing, I can describe facts, situations or people without difficulty 48

Table 14 Item 10. The writings that I make show the reality in which I develop 49

Table 15 Item 11. I am able to transmit my thoughts through what I write 50

Table 16 Item 12. I would like my teachers to apply tactics so that I can write easily 51

Table 17 Item 13. I believe that my teachers should have an update regarding their ways of teaching to write 52

Table 18 Item 14. I think that my teachers must organize themselves previously with activities so that I can generate ideas 53

Table 19 Item 15. I would like my teachers’ explanations to be innovative and that my writing classes be creative and dynamic 54

Table 20 Distribution of the absolute frequency and percentage 55

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INDEX OF FIGURES

Figure 1 Sub-stages of pre-writing 20

Figure 2 Techniques to generate ideas in pre-writing 23

Figure 3 The text 25

Figure 4 Sample calculator 38

Figure 5 Item 1. It takes me time to organize my ideas to make a short writing 40

Figure 6 Item 2. It is difficult for me to start writing 41

Figure 7 Item 3. I consider it important to organize myself in advance to generate ideas 42

Figure 8 Item 4. I can generate my ideas by doing mind maps 43

Figure 9 Item 5. I notice that my teachers perform practical procedures so that I can write with ease 44

Figure 10 Item 6. I like to write freely 45

Figure 11 Item 7. I believe that writing is useful to convey my thoughts 46

Figure 12 Item 8. My writings make sense and are logical 47

Figure 13 Item 9. While writing, I can describe facts, situations or people without difficulty 48

Figure 14 Item 10. The writings that I make show the reality in which I develop 49

Figure 15 Item 11. I am able to transmit my thoughts through what I write 50

Figure 16 Item 12. I would like my teachers to apply tactics so that I can write easily 51

Figure 17 Item 13. I believe that my teachers should have an update regarding their ways of teaching to write 52

Figure 18 Item 14. I think that my teachers must organize themselves previously with activities so that I can generate ideas 53

Figure 19 Item 15. I would like my teachers’ explanations to be innovative and that my writing classes be creative and dynamic 54

Figure 20 Triangulation 60

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INDEX OF ANNEXES Annex I Documents

Tutor designation letter 121

Letter of the School of languages addressed to “Francisco Huerta Rendón” High School 122

Authorization letter from “Francisco Huerta Rendón” High School for the research project 123

Certificate of similarity percentage (Annex 6 of T.U.) 124

Urkund screenshot 125

Approval format of the proposal for the research project (Annex 1 of T.U.) 126

Tutoring Plan Agreement (Annex 2 of T.U.) 127

Tutoring progress reports (Annex 3 of T.U.) 128

Tutoring completion report (Annex 4 of T.U.) 132

Tutor’s evaluation rubric of the research project (Annex 5 of T.U.) 133

Reviewer’s final report (Annex 7 of T.U.) 134

Reviewer’s evaluation rubric of the written research project (Annex 8 of T.U.) 135

Reviewer certification (Annex 11 of T.U.) 136 National Repositories (Annex 10 of U.T) 137

Free and non-transferable license (Annex 12 of T.U.) 139 Annex II Photos and Research instruments

Photos of “Francisco Huerta Rendón” High School and the institution’s

authority 141

Photos of the researchers during the class observation 142

Photos of the researchers during the interview 143

Photos of the students during the survey 144

Photos of the application of the proposal 145

Thesis tutoring photos 146

Class observation guide format 150

Observation guide n°1 151

Observation guide n°2 152

Interview questionnaire format 153

Interview questionnaire 155

Survey questionnaire format in English 157

Survey questionnaire format in Spanish 158

Survey questionnaire 159

xv

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

TÍTULO DEL TRABAJO DE INVESTIGACIÓN PRESENTADO

Técnicas para generar ideas en la pre-escritura. Guía didáctica de técnicas para generar ideas en la pre-escritura.

Autoras:

Chace Quelal Gloria Isabel Espinoza Llanos Angélica Rosario

Tutora: PhD. Lorna Cruz Rizo

RESUMEN

La escritura es y ha sido siempre uno de los mayores problemas que han enfrentado los estudiantes durante el proceso de aprendizaje del idioma inglés. Así, con este proyecto de investigación, se ha constatado de manera particular, que los 151 estudiantes de décimo año de educación general básica del colegio “Francisco Huerta Rendón” en el 2019-2020, requieren de un nivel A2.1 y presentan inconvenientes al momento de generar ideas durante la pre-escritura, debido a la escasez de técnicas utilizadas por los docentes previo a la realización de un escrito. Por ello, el objetivo principal es establecer la incidencia de las técnicas para generar ideas en la pre-escritura por medio de una investigación bibliográfica, de campo y estadística, permitiendo desarrollar las variables en este trabajo. Los métodos utilizados son histórico-lógico, análisis-síntesis, inductivo-deductivo, sistémico-estructural-funcional. Los instrumentos utilizados son la guía de observación y el cuestionario para la entrevista y la encuesta. En conclusión, el análisis de los resultados de la encuesta aplicada a la muestra de 59 estudiantes denota la necesitad imperial de implementar una guía didáctica para que los docentes cuenten con una herramienta variada que les permita optimizar la calidad de la escritura de sus estudiantes. Por tanto, la guía didáctica ha sido creada y puede ser aplicada por los maestros de la mencionada institución.

Palabras clave: Pre-escritura, técnicas para generar ideas, guía didáctica.

xvi


FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES


TITLE OF RESEARCH WORK PRESENTED

Techniques to generate ideas in pre-writing. Didactic guide of techniques to generate ideas in pre-writing.

Authors:

Chace Quelal Gloria Isabel Espinoza Llanos Angélica Rosario

Advisor: PhD. Lorna Cruz Rizo

ABSTRACT

Writing is and has always been one of the biggest problems that students have faced during the English language learning process. Thus, with this research project, it has been found, in particular, that the 151 tenth-year students of Basic General Education of “Francisco Huerta Rendón” High School in 2019-2020, require an A2.1 level and have problems to generate ideas during pre-writing, due to the deficiency of techniques used by teachers prior to writing. Therefore, the main objective is to establish the incidence of techniques to generate ideas in pre-writing through a bibliographic, field and statistical research, allowing the development of the variables in this work. The methods used are historical-logical, analysis-synthesis, inductive-deductive, systemic-structural-functional. The instruments used are the observation guide and the questionnaire for the interview and the survey. In conclusion, the analysis of the results of the survey applied to the sample of 59 students denotes the imperial need to implement a didactic guide for teachers to have a varied tool that allows them to optimize the quality of their students' writing. Thus, the didactic guide has been created and can be applied by the teachers of the institution mentioned previously. Keywords: Pre-writing, techniques to generate ideas, didactic guide.

xvii

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Técnicas para generar ideas en la pre-escritura. Guía didáctica de técnicas para generar ideas en la pre-escritura.

AUTOR(ES) (apellidos/nombres): Chace Quelal Gloria Isabel Espinoza Llanos Angélica Rosario

REVISOR(ES)/TUTOR(ES) (apellidos/nombres):

Tutora: PhD. Cruz Rizo Lorna

INSTITUCIÓN: Universidad de Guayaquil

UNIDAD/FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación

MAESTRÍA/ESPECIALIDAD: Lenguas y Lingüística

GRADO OBTENIDO: Licenciatura en Ciencias de la Educación

FECHA DE PUBLICACIÓN: No. DE PÁGINAS:

ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVES: Pre-escritura, técnicas para generar ideas, guía didáctica.

RESUMEN/ABSTRACT (150-250 palabras):


ADJUNTO PDF: SI NO

CONTACTO CON AUTOR/ES: Chace Quelal Gloria Espinoza Llanos Angélica

Teléfonos: 098 908 2221 099 790 3151

E-mail: [email protected] [email protected]

CONTACTO CON LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística

Teléfono: (04) 2294888 Ext. 123

E-mail: [email protected]

x

xviii

NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM

TITLE AND SUBTITLE: Techniques to generate ideas in pre-writing. Didactic guide of techniques to generate ideas in pre-writing.

AUTHORS: Chace Quelal Gloria Isabel Espinoza Llanos Angélica Rosario

REVIEWERS/ADVISOR: Advisor: PhD. Lorna Cruz Rizo

INSTITUTION: University of Guayaquil

FACULTY: Faculty of Philosophy, Letters and Sciences of Education

CAREER: Languages and Linguistics

TITLE OBTAINED: Bachelor Degree in Science of Education

DATE OF PUBLISHING: NUMBER OF PAGES:

THEMED AREAS: English Language

KEYWORDS: Pre-writing, techniques to generate ideas, didactic guide.

ABSTRACT (150-250 words):

Writing is and has always been one of the biggest problems that students have faced during the English language learning process. Thus, with this research project, it has been found, in particular, that the 151 tenth-year students of Basic General Education of “Francisco Huerta Rendón” High School in 2019-2020, require an A2.1 level and have problems to generate ideas during pre-writing, due to the deficiency of techniques used by teachers prior to writing. Therefore, the main objective is to establish the incidence of techniques to generate ideas in pre-writing through a bibliographic, field and statistical research, allowing the development of the variables in this work. The methods used are historical-logical, analysis-synthesis, inductive-deductive, systemic-structural-functional. The instruments used are the observation guide and the questionnaire for the interview and the survey. In conclusion, the analysis of the results of the survey applied to the sample of 59 students denotes the imperial need to implement a didactic guide for teachers to have a varied tool that allows them to optimize the quality of their students' writing. Thus, the didactic guide has been created and can be applied by the teachers of the institution mentioned previously. ATTACHED PDF: YES NO

AUTHORS NAMES AND CONTACT: Chace Quelal Gloria Espinoza Llanos Angélica

Telephones: 098 908 2221 099 790 3151


CONTACT IN THE INSTITUTION: Name: Secretarial of the School of Languages and

Linguistics Telephone: (04) 2294888 Ext. 123


x

1

INTRODUCTION

Learning a language, especially English, has many advantages not

only for the person as a professional, but also for obtaining innovative

opportunities in a country. Therefore, the Ecuadorian Ministry of Education

is constantly looking for measures to improve the quality of teaching,

insisting on optimizing the skills of its students so that they can expand their

horizons, integrating the support and resources necessary for progress.

However, the reality that is lived in Ecuador is different, basic and

baccalaureate students do not have the appropriate level to improve their

English skills, especially about writing. At the time of writing, they suffer a

blockage that stops them from expressing their thoughts and feelings clearly

and coherently due to the lack of techniques used by their teachers to

generate ideas.

Therefore, this research is carried out at the "Francisco Huerta

Rendón" High School and focuses on tenth-year students of Basic General

Education, who must reach an A2.1 level as they are heading to a

baccalaureate full of challenges who will define their future careers;

however, it is in them that greater difficulties are evidenced in written

communication.

This qualitative-quantitative research is applied, descriptive,

explanatory, proposal and non-experimental, following the historical-logical,

analysis-synthesis, inductive-deductive, systemic-structural-functional

methods, as well as the research techniques used to verify the validity of

the variables since with the observation guide, the interview and the survey,

the indicated problem could be confirmed, thus suggesting, as a proposal,

a didactic guide of techniques to generate ideas in pre-writing that allows

teachers to have a variety of tools that can be easily used in the inter-

learning process.

2

The content of the four chapters of the research carried out is detailed

below.

Chapter I among other aspects, includes the Problem Research,

Formulation of the problem, Objectives of the research, Scientific questions,

Premises of the investigation and Justification.

Chapter II, in which the research Background is incorporated,

together with Theoretical Framework, Contextual Framework and Legal

Framework.

Chapter III covers the methodological aspects used in the

development of the degree work: Design, Modality, Types, Methods,

Techniques and Research instruments, Operationalization of the variables,

Population and Sample, the Analysis and Interpretation of the results.

Chapter IV refers to the development of the research proposal: Title,

Justification, Objectives, Feasibility of the proposal, Description,

Conclusions and Recommendations and the Proposal.

Finally, Bibliographic References, Bibliography and Annexes are

presented.

3

CHAPTER I

THE PROBLEM

1.1 Problem research

Education is constantly evolving and the changes that arise demand

that teachers and students make a rigorous adaptation to face the

challenges that are experienced every day, to achieve a sustainable

development, as it is mentioned in objective 4 of the Agenda of 2030 (United

Nations, 2015). Therefore, the importance of learning a foreign language

such as English is undoubtedly essential in the society in which we operate,

since it is considered as the third most popular language worldwide,

according to the 18th edition of Ethnologue, thanks to its simplicity in writing

and grammar rules.

A user must comply with certain curricular specifications

corresponding to their level of learning that goes from beginner (A1) to very

advanced (C2) according to international standards as the Common

European Framework of Reference (CEFR, 2012). This work will analyze

specifically the A2 level considered as elementary, and will focus on Pre-

writing, a fundamental stage for developing writing skills.

Nevertheless, in most Latin American countries, due to the

proliferation of audiovisual information, it is noted that writing in English is

falling into the background, and that students do not generate ideas with

spontaneity and coherence, which shows us that it is a current drawback, in

which the English proficiency is low in accordance with international

standards, the listening and speaking scores are higher than the writing

scores.

At the national level, the Ministry of Education has implemented

several measures intended to improve the teaching-learning process of the

English language in educational institutions. “The Ecuadorian High School

4

Exit Profile aims to prepare Ecuadorian high school students for successful

participation in a globalized, democratic society in the 21st century by

focusing on the development of life skills, work skills, and entrepreneurship

skills” (Ministerio de Educación, 2016, p. 7). For this reason, the student will

be able to interpret and apply this foreign language in situations of common

communication understanding oral and written texts.

English as a Foreign Language Curriculum to Superior of Basic

General Education (B.G.E.) [Educación General Básica (E.G.B)] states that,

“At the E.G.B. Superior level, learners should begin applying level-

appropriate writing skills to create and produce composition that reflects

effective word and grammatical choice." (Ministerio de Educación, 2016, p.

18) that are necessary to reach their potential and innovation.

However, the data that emerges from the last National Survey of the

National Institute of Statistics and Census (INEC) in 2013 is that 85% of

young adults recognize that they cannot speak or write in English

considering that the public education is not at the same level as private

education. The students graduate from high school with an elementary or

intermediate level and, although they manage to understand very basic

ideas in a text, they cannot sustain a conversation and cannot generate a

message with clear and complete ideas. (Barrantes, 2014).

The current research is carried out at “Francisco Huerta Rendón”

High School, with tenth-year students of Basic General Education, who -in

their exit profile- must have an A2.1 level in the English language, but after

making a preliminary oral interview with the teacher, it is evident that the

minimum required of this level has not been reached.

From the realization of a general analysis, it is determined that there

is a problem in the pre-writing since the students show difficulty in the

generation of creative ideas that allow them to produce written texts, and

according to the specifications of the Common European Framework of

5

Reference, will be essential to organize the ideas before starting the writing

process.

1.2 Problem Statement

The conflict situation is evident in the limitations that students present

in the lack of domain of the stages of correct pre-writing, the scarce

knowledge about the types of text, especially the descriptive and narrative

ones according to their abilities A2.1 in pre-writing and especially in the lack

of discernment in the properties of an effective text during pre-writing, in this

way it is concluded that the dependent variable is the pre-writing.

The scientific fact is stated as: Deficiency of the Pre-writing in the

tenth-year students of Basic General Education in the “Francisco Huerta

Rendón” High School in the 2019-2020.

The main causes of the current educational problem are: the scarcity

of techniques in the generation of ideas as one of the stages in pre-writing,

lack of organization in the class to generate ideas with accurate techniques

and the need for didactic updating for a successful stimulation that promotes

the generation of ideas, so the independent variable is techniques to

generate ideas.

1.3 Formulation of the problem

How do techniques to generate ideas in pre-writing affect the tenth-

year students of Basic General Education in “Francisco Huerta Rendón”

High School in the 2019-2020?

1.4 Objectives of the research

1.4.1 General objective

To establish the incidence of techniques to generate ideas in the

development of the pre-writing through a bibliographic, field and statistical

research to design a didactic guide of techniques to generate ideas.

6

1.4.2 Specific objectives

• To interpret techniques to generate ideas through a bibliographic,

field and statistical research.

• To evaluate pre-writing through a bibliographic, field and statistical

research.

• To design a didactic guide of techniques to generate ideas in pre-

writing by interpreting the obtained theoretical and empirical data.

1.5 Scientific questions

• What is the conflict situation presented by the tenth-year students of

Basic General Education in “Francisco Huerta Rendón” High School

regarding the development of pre-writing?

• Do techniques to generate ideas influence the development of pre-

writing?

• Which are the theoretical foundations that support the development

of pre-writing from the treatment of techniques to generate ideas?

• Will a didactic guide of techniques to generate ideas improve the pre-

writing?

1.6 Justification

It is considered that the writing skill in English of the tenth-year of

B.G.E students must reach the A2.1 level being able to write simple

messages familiarized with the daily life, according to the specifications of

the Ministry of Education. Despite the current situation of the students at

“Francisco Huerta Rendón” High School, it is demonstrated that these

demands are not fully complied, subsequently it is essential to carry out this

research that allows a progress in the techniques to generate ideas in the

pre-writing concerning this ability.

This project is aimed at teachers, immediate guides in the teaching-

learning process, who, by having an update in techniques to generate ideas

in pre-writing, will forge in their students a productive stimulation to write,

being favored directly. Simultaneously, the institution will be a leader in front

7

of other educational centers thanks to the modern methodologies that will

be implemented and then the students’ representatives will have greater

confidence in the education that is given to their children.

It should be emphasized that "teachers need to place a greater

emphasis on pre-writing, not only in formulating the task, but also in

preparing students for the writing." (Bilash, 2013, p. 2) which leads us to

think of pre-writing as a fundamental stage in learning a foreign language.

This is complemented by the following quote that claims, "Text production

in general, rather than being something that gets in the way of thinking, is

in fact where thinking takes place." (Galbraith, 2009, p. 63), therefore, it is

this preliminary stage that must be well managed by teachers with

appropriate techniques to encourage learners to produce creative and

original texts.

To sum up, the stated proposal is a method to optimize the

aforementioned ability. The didactic guide exposed allows the interaction of

the ones who are involved with an orientation that encourages the

permanent active exercise of learning, which contains objectives and

instructions that create expectations for the topic, as well as the contents

that are worked through activities focused on the writing skill and a self-

assessment directed to the control of the process, which will be of great

benefit for the improvement of the techniques to generate ideas in pre-

writing according to their level.

8

CHAPTER II

THEORETICAL FRAMEWORK

2.1 Background of the research

The English language went through a great evolution to become the

most important worldwide. Known as the Germanic language of the Indian-

European family, it had its origins not as a language itself; but it started as

a dialect, a product of the influence of the Roman, Anglo-Saxon, Christian,

Viking and Norman French invasions. The contribution that each one

provided to the development of the old English was enriching since it

extended not only to the spelling of words and vocabulary, but also

improved the grammar and pronunciation.

Later, in the Middle Ages, the Latin alphabet was introduced, which

currently remains as a method of writing and is, in the fifteenth century with

the printing press, that this language was standardized resulting in modern

English, known as the language of Shakespeare. “In the Early Modern

English period (1500–1700), steps were taken toward Standard English,

and this was also the time when Shakespeare wrote” (Nevalainen, 2017, p.

1). This is how the language grew, responding to the needs of the people

who use it.

English has transcended borders and has become an indispensable

part of education in different countries, since over time there are various

cultural and linguistic demands and what is sought is the educational

inclusion of learners, regardless of their mother tongue (L1). It is worth

mentioning that four skills are considered for learning this language, that are

listening, speaking, reading and writing, and these -in turn- must be

interrelated to achieve the effective communication process.

In this research, not only the importance of English is stressed, but

also the writing as high intellectual competence, essential to express

9

voluntarily what is thought and felt, so it must be taken into account how it

emerged and has progressed through time.

Written language allows to communicate in an eternal manner, proof

of this are the first graffiti found dating from prehistory, but not only remained

in logos on stones, writing was flourishing and codes were created to be

decrypted with alphabets of complex forms, all to create a proper system for

a community with same language.

What is written manifests a viable power, allows the communication

of messages or ideas from one place to another without the need for the

sender to be present where the receiver is, and it was thanks to the invention

of Gutenberg, the printing press, that the reproduction of these letters

occurred. "The printing press fostered the habit of reading and demand for

copies" (Secretaría de Educación del Gobierno del Estado de México, 2014,

p. 19), thus, the original message of the texts that prevail until today could

be maintained and although a human being stays in a modern digital age,

the idea of living without writing is completely impossible, even for the use

of such sophisticated electronic devices, writing is essential.

Therefore, the Ecuadorian Educational System contemplates, not

only the knowledge of foreign languages, but students are also able to

master writing for their academic future, demonstrating the cognitive skills

acquired in the language learned, “Writing is a complex process which must

be developed gradually and progressively throughout an individual’s school

years and beyond” (Ministerio de Educación, 2016, p. 16) , and that is why,

independently of doing it grammatically in a correct way, what is expected

is that the text has coherence.

But undoubtedly, in order to reach the point of writing, the deployment

of ideas is absolutely necessary, since, if it did not exist, the transmission of

messages would be impossible. Thus, in the preliminary stage, also called

pre-writing, one of the most significant steps of this process, delimits the

10

writing and the generation of ideas, which will allow the proper development

of the content.

According to the article “Generating ideas for writing” published in

New York by Hoffman (2011):

A common problem facing many college writers is the

challenge of getting ideas to flow. Sometimes, selecting a

research topic or narrowing a topic into a thesis can be the

most daunting task a writer will confront. In order for a writer

to become immersed in a piece of writing, it is important for

the subject of the writing to be interesting/important to the

writer. The goal of this handout is to demonstrate ways to

focus on a topic, which will improve your writing, and, above

all, even make writing enjoyable. (p. 1)

What leads to analyze that for ideas to arise, the writer must get

involved with what he or she writes and also give it the due importance so

that it can demonstrate its value in general. In order to compile these

studies, as a basis for the current proposal, the works and experiences of

some researchers that are mentioned later stand out.

Another study related to the techniques for the development of writing

published in Ibarra whose authors are Navas & Padilla (2011), mentions

that "Now, there are many techniques used by teachers in the English area

to develop the writing skills of their students, but few of them give good

results" (p. 14). This fact highlights the imperative need that teachers have

not only to implement techniques at random, but that they must be effective

to increase the habit of writing in their students.

In the School of Languages and Linguistics, Pozo & Mina (2015)

reiterate in their grade project that “Techniques implemented studies in an

educational institution offering students the maximum guarantee learning of

diverse and complete knowledge” (p. 36). For that reason, the techniques

11

to generate ideas in pre-writing are indispensable, because they allow the

student to direct his or her complete attention in the text that he or she must

write and deal with the blank page syndrome. During this short period the

student orientates his or her thoughts clearly and concretely if he or she

manages to have a correct pedagogical orientation.

In "Francisco Huerta Rendón" High School, the mentioned problem

is presented, because the students, when expressing themselves in writing,

have great difficulty. This situation is due to the fact that the writing is only

limited to the transcription or translation of existing documents. To turn this

situation around, it is required that teachers have at their disposal a guide

of innovative techniques to generate ideas in pre-writing and promote

creativity in students when doing a writing.

2.2 Conceptual-Theoretical framework

2.2.1 Philosophical foundation

Teaching a foreign language not only involves imparting contents,

whether they are conceptual or procedural, but the human being must be

educated integrally, that is to say, the attitudinal part is fundamental, and

ethical and cultural values must be promoted in every sense, since they are

essential to understand the world around us.

Therefore, the Axiology as the science that studies values, seeks to

direct education so that people are qualified to face this modern but complex

society. As Biesta (2015) says “we do not simply want our students to

acquire knowledge and skills and become part of traditions, but if we also

want to help them to become moral persons with a capacity for critical

thinking and moral judgment” (p. 18).

Consequently, one of the values that must be promoted during the

learning of a foreign language is intercultural values, since it is the most tacit

way to understand the world and the people with whom one coexists in this

process of inter-learning. This is how Romero, Armijos, Gonzalez, Heredia,

12

& Ramos (2017) manifest:

The learning of a language attends to affective, cognitive and

situational factors and fosters intercultural communicative

competence with which the individual can function adequately

and satisfactorily in situations that result from the interaction

between speakers of different languages and cultures. (p.

170).

Learning to read and write in English is to understand the world, its

context and not just a mechanical manipulation of words, but, mainly, a

dynamic relationship that unites language with reality that is lived. An

intensive intercultural education seems to be a good method to spread the

seeds of tolerance, acceptance, understanding, and respect.

Then, the objective of the teacher that is emphasized is to train

students and citizens with a global awareness and vision, so not only is the

communication security strengthened, but also a more assertive

transmission of facts is achieved.

Regarding how intercultural development influences the ability of

writing, Arroyo, Beard, & Olivetti (2009) say that:

The written composition is the main access tool to Western

societies, the consideration of the different cultural

competences of the different citizens will allow the social

valuation of all cultures and, therefore, of all the individuals

and groups attached to them. (p. 115).

In turn, this individual and collective assessment of all cultures will

lead to the creation of defined identities, a fact that undoubtedly will directly

affect the intrinsic motivation for written composition, therefore, it will allow

to include the value of interculturality in the teaching-learning of English.

It is a great challenge to accustom the student to writing texts in a

foreign language, in this case, English, but if the teacher makes use of

13

different strategies and techniques that allow them to generate ideas,

students will be able to participate actively, creating and making ethical and

moral contributions with his compositions.

McLellan (2017), in her article published for the British Council of

Spain, she points out that:

A teacher who knows how to recommend their students

different means of deepening in the English language and

encourages them to use them and to be curious about the

language they see and hear around them will help them to

progress more quickly. (p. 1).

Helping to guide behaviors and strengthen values should be one of

the main objectives at the time of writing, as previously mentioned. When

narrating, the students will see the true moral meaning, and the positive

contribution that the final work has in their integral education, along with the

development of their thinking.

At "Francisco Huerta Rendón" High School, it is wanted that

instructors and students achieve an effective connection, which allows them

to reach a tune in the generation of ideas during pre-writing without

forgetting the moral and cultural part.

2.2.2 Sociological foundation

Over the years, it has been confirmed that the human being, although

seems to be alone in this world, is a social entity by nature since he needs

constant interaction with the people that surround them for developing a

work together. In this sense, from an educational sociolinguistic point of

view, the classroom space must be understood as a complex micro society

in which the facts of exchange of speech and writing are adapted to diverse

cultural positions.

Therefore, it implies taking into consideration how students are

involved in transforming the environment in which they operate. The

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students develop their learning through social interaction; thus, they acquire

new and better cognitive abilities as a logical process of their immersion in

a way of life. Those activities that are carried out in a shared way allow them

to internalize the thinking and behavioral structures of the society that

surrounds them, appropriating of them.

Knowledge and education must be shared and it is necessary to

return the community what it has given, the goal of working in association

involves continuing with that culture that surrounds the environment or

improve the social environment so that everyone has easy access to

information and the diversity of experiencing a foreign language.

That is why; it is worth noting that “The principle that lies at the heart

of the proposals for a curriculum of the future is not primarily an emphasis

on new knowledge contents, although these will be developed. It is for new

forms of knowledge relationships”. (Young, 2000, p. 6), so, the most

appropriate and compromising way to learn is when someone does it with

others.

Human beings need to be in constant communication with each

other, and generally if it is in the mother tongue that it becomes complicated

for certain people, now, imagining doing it in a foreign language which is a

challenge for the one who is getting involved in the learning process.

Language implies a social process that is why it is important that, in

the school environment, students express themselves not only orally, but

also in a written way, that they apply their valuable opinions to reflect them

in a text. Through them they can share part of their experiences as people

and also their culture as citizens, “Cultural texts are those objects, actions,

and behaviors that reveal cultural meanings” (Blum & Hawkins, 2012, p. 1),

they also feel confident when they write, since they have more time to

generate their ideas and organize them in order to achieve a good result.

15

Writing can be taken as a beneficial experience if teachers are

fundamental guides in this process, if they use the right techniques and

organize their students strategically to work quickly, creatively and

spontaneously, without getting bored and monotonous, then, the class

organization of study and work in the classroom must also be considered.

Class organization

Individual

For the learner, working in this way helps develop their autonomy.

Each one does the activities at his rhythm, according to his preferences and

in his own style. On the other hand, the sense of cooperation and belonging

in the room with their peers is very little developed, which makes us reflect

on certain practices that can be given alone and others that require others.

Pair work

“In pair work, students can practice language together, study a text

research language or take part in information-gap activities” (Harmer, 2015,

p. 116). The environment becomes a pleasant place, of cordiality since two

heads think better, of course that the teacher must not lose control of the

students when they work in this modality.

Group work

Here, students choose their level of participation that can increase

according to their interest in the subject, they will develop in full confidence,

express their experiences and share them with their peers to give a real

sense to what they are doing and as well as in pair work, rules should be

established so that teachers do not lose control of their students in the class.

Therefore, the main objective of writing is the expression of ideas and

even better if these can be shared among the students, so that, with the

adequate help of the teacher, they have a wider and coherent vision of what

they want to write, for this reason, the organization of the people involved

during this learning process is fundamental.

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2.2.3 Psychological foundation

Studying a foreign language is a process that requires effort and

dedication, but at the same time there are several factors that influence

learning, such as age, interest, motivation, aptitude, stimuli, etc., since each

one has different needs and purposes. On the other hand, not everyone has

the same level, style or rhythm to learn, it also depends on genetics and the

environment.

A person acquires new knowledge as a continuous process, it is an

act with an integrating perspective that modifies the cognitive system even

permanently because this is how educational intentionality is shaped and

concretized.

Students cannot be categorized in the same teaching-learning

methodology, since each one learns according to how it is most convenient

for them. For this reason, teachers must also be aware that in order to learn

effectively, different learning styles must be validated, and maximize the

conditions in the classroom with the aim of ensuring and increasing the

success of their students taking into account their differences.

Learning styles can be defined characteristic cognitive,

affective, and physiological behaviors that serve as relatively

stable indicators of how learners perceive, interact with, and

respond to the learning environment. Because there have

been and will continue to be studies aimed at improving

learning, instructors and their institutions, trainers and

organizations will need to increase their understanding of how

people learn and be aware of the wide array of individual

learning styles, instrumentation, and implicate ones of

individual learning styles to learning success. (Sims & Sims,

1995, p. xii).

On the other hand, we must take into consideration the multiple

intelligences classified by Howard Gardner, because the human being has

17

all the capacity to learn, but in some of them, some intelligence is more

pronounced than others.

This refers to the writing process, not all will be willing to do it for the

same trend named, but with good motivation and especially good

techniques used by teachers, it will facilitate the generation of ideas

spontaneously without becoming tedious because, what is sought, in the

end, is that everyone has equality in training.

We want to satisfy all different students in front of us, teaching

to their individual strengths with activities designed to produce

the best results for each of them, yet we also want to address

our teaching to the group as a whole. (Harmer, 2015, p. 48).

Teaching must be dealt with activities that allow students to interact

in a practical way of communication, in order to allow the development of

the language. It can be deduced that learning not only corresponds to a

predefined process, but that it mainly takes into account the individual, that

is why it is important for educators to have activities and strategies that

facilitate writing skills, which will strengthen knowledge in the foreign

language.

It should be remembered that, even for professional writers, writing

can be complex, because like every human being, when you do not have a

clue about the subject you want to treat, a person can suffer a blockage,

which is called blank page syndrome that is “the inability to begin a new

project due to one or more barriers, real or imagined. These barriers usually

show themselves as an irrational fear of some kind” (Jones, 2013, p. 9).

This problem usually occurs in the tenth-year students of B.G.E. to generate

ideas when writing, but with the appropriate techniques this problem can be

avoided.

Also, writing can be given by reception or discovery and what the

student writes is significant in his short and long term life, the teacher must

connect the new information with what has already been acquired by the

18

student, creating a network of knowledge, interconnecting everything seen

since with their previous experiences they will be able to generate

productive ideas.

That is why it is stressed that the role of a well-trained teacher helps

meaningful learning in the practice and acquisition of a foreign language. As

Caradonna (2017) says:

The role of the teacher is to facilitate learning, for which he

has to have a wide range of instruments and didactic

proposals to manage and select in order to benefit significant

learning in the students, turning them into conscious

knowledge builders. (p. 16).

The results will be more effective and both, teachers and students

benefit. Students appropriate of the information and are able to relate their

previous knowledge with new knowledge and teachers with the help of the

techniques of generating ideas in the pre-writing will be updated to share

their knowledge in an appropriate way, enhancing the skills of their students.

2.2.4 Pedagogical-Didactic foundation

Pedagogy along with other related sciences, govern the teaching-

learning process and to guide these educational actions are based on

practices, techniques, principles and methods that give guidelines to follow

in the search of knowledge.

Thus, the demands that are required to the tenth year students of

B.G.E., with an A2.1 level in English, indicate that in the writing part they

must be suitable “To write short, simple notes and messages relating to

matters in areas of immediate need” (East, 2008, p. 211), so it is clear that

they, through writing can transmit events or situations of daily living and

common, simple things that can be expressed naturally.

Therefore, if they are directed to a more academic writing in English,

not only they will improve their skills in the area, but they will also develop

19

other sub-skills applicable in other contexts and in their professional future.

For this, the teacher must manage an adequate and didactic learning

environment, in which the development of the text does not represent an

extra effort, on the contrary, that he or she could explain with fluency,

coherence and organization.

Process writing as a classroom activity incorporates the four

basic writing stages –planning, drafting (writing), revising

(redrafting) and editing– and three other stages externally

imposed on students by the teacher, namely, responding

(sharing), evaluating and post-writing. Process writing in the

classroom is highly structured as it necessitates the orderly

teaching of process skills, and thus it may not, at least initially,

give way to a free variation of writing stages cited previously.

Teachers often plan appropriate classroom activities that

support the learning of specific writing skills at every stage.

(Richards & Renandya, 2008, p. 316).

It must be stressed that there are two approaches to teach writing,

which must be considered, as a product and as a process. Generally,

students focus more on the final result, which would be the product and that

is where they, as beginners, make the mistake of plagiarism or follow

previous models given by the teacher without developing their own ideas,

but in reality what needs to be strengthened is the writing process that is the

most important, because, the necessary bases for learning to write are

solidified, following the steps that are required to reach the proposed goal.

(Harmer, 2015).

This research will focus on what corresponds to the pre-writing and

its sub-stages of planning and organizing ideas that affect the current writing

process. (Instituto Tecnológico y de Estudios Superiores de Monterrey,

2001).

20

Figure 1. Sub-stages of pre-writing. Source: (Instituto Tecnológico y de Estudios Superiores de Monterrey, 2001). Authors: Gloria Chace & Angélica Espinoza.

In the planning of ideas it is essential to define the subject of which it

is going to be treated, the audience to which it is going to address, and

above all the purpose of writing about a certain topic since what is sought is

for the students to know how to they are going to propose the new writing.

In the organization of ideas, it is time to rearrange the data and break

it down, contributing as one of its main results a scheme or general outline

from which the draft of the writing will come out.

It is the teacher's duty to use techniques with their students that adapt

to their immediate needs during pre-writing, it is their decision to put into

practice the one that best suits them, as this marks the horizon for the writing

so that they generate ideas with ease and is the more appropriate way to

motivate them.

With the right techniques, the student, who is the writer, knows what

is going to be treated and has established an order regarding his ideas.

21

Among the most used techniques that mention Richards & Renandya

(2008) are the following:

Group brainstorming. Group members spew out ideas about

the topic. Spontaneity is important here. There are no right or

wrong answers. Students may cover familiar ground first and

then move off to more abstract or wild territories.

Clustering. Students make words related to a stimulus

supplied by the teacher. The words are circled and then linked

by lines to show discernible clusters. Clustering is a simple yet

powerful strategy: “Its visual character seems to stimulate the

flow of association . . . and is particularly good for students

who know what they want to say but just can’t say it” (Proett &

Gill,1986, p. 6).

Quick free writing. Within a limited time of 1 or 2 minutes,

individual students freely and quickly write down single words

and phrases about a topic. The time limit keeps the writers’

minds ticking and thinking fast. Quick free writing is done

when group brainstorming is not possible or because the

personal nature of a certain topic requires a different strategy.

Wh-questions. Students generate who, why, what, where,

when and how questions about a topic. More such questions

can be asked of answers to the first string of wh-questions,

and so on. This can go on indefinitely. In addition, ideas for

writing can be elicited from multimedia sources (e.g., printed

material, videos, films), as well as from direct interviews, talks,

surveys, and questionnaires. (p. 316).

These are some of the techniques that will be taken into account for

the proposal of the didactic guide, others are mind maps, discussion,

outlining and wall charts.

22

Mind Maps

An effective and creative way of getting information from the brain is

through mind maps. “A mind map is an easy way to brainstorm thoughts

organically without worrying about order and structure. It allows you to

visually structure your ideas to help with analysis and recall.” (What is a

Mind Map?, 2019, p. 2).

Discussion

Talk to other people. If an entire class of students has to write

about the same topic, it may be a good idea if some of them

get together and discuss the topic. Listening to other people’s

point of view and having to express your own will help you

become clear about what you actually believe and do not

believe. (O'Regan, 2002, p. 1).

Outlining

In a scratch outline the student-writer can think carefully about

the exact point he/she is making, about the exact item that

he/she wants to support, and above all, the exact order in

which he/she wants to arrange those items. The scratch

outline is, then, a plan or a blue print that will help student-

writers achieve a unified, supported and organized

composition. (Baroudy, 2008, p. 9).

Wall charts

“Wall charts are collections of pictures, diagrams or graphs, on large

sheets of strong paper” (Duminy, MacLarty, & Maasdorp, 1992, p. 17).

These are used as learning or studying media by pupils and contain a

variety of factual information.

23

Figure 2. Techniques to generate ideas in pre-writing. Authors: Gloria Chace & Angélica Espinoza.

These techniques are adapted to the learning styles because they

are going to gain the information from sight, they strengthen their ability to

comprehend and also by physical activity, and students with multiple

intelligences will reduce the boredom and will be favored with authentic

practices that develop their ability to create writings, besides innovating the

techniques used by teachers at the “Francisco Huerta Rendón” High

School.

2.2.5 Linguistic foundation

Language is a complex system that allows interpersonal interaction

in a social environment, and at an educational level, students begin with a

spoken language that with the time begins to transform into writing with

grammar rules, analysis and reflections.

For this reason, the science that studies these rules, systems and

principles of human languages is Linguistics, which has two main purposes,

24

the nature and the scientific understanding of the language, that means, the

functions and performs in human life.

A linguistic approach within the classroom allows the teacher to

further the linguistic skills of their students both orally and in writing, as its

application and development encourages and increases the expressive

skills of students facilitating the practice and production of the language.

One branch of Linguistics that is very important and deals with texts

as communication systems is Text Linguistics because it takes into account

not only the traditional grammar, but also the communicative context.

Text linguistics is concerned with larger units of speech, i.e.

above the level of the traditional sentence. It investigates how

these larger units fit together and how sensible arguments or

expositions are constructed by employing specific linking

devices. The notion of text here encompasses not only what

we traditionally see as text, i.e. a collection of written

materials, but also spoken discourse, such as speeches,

sermons, dialogues, etc. As should be immediately obvious

from the brief list given just before, there is somewhat of a

continuum between spoken and written forms of text and we

can only give rather vague and approximate criteria for the

distinction between these two text modes. (Weisser, 2013, p.

1).

For each language, there are different changing aspects in terms of

what Text Linguistics refers to, since it is a versatile discipline, and

conferring to the text, a logical sense of the idea is created, also transmitted

in the motor, sensory and social capacity of who generates it.

Most of the linguists approves that text is the standard domain of

language but differ on the perspectives and the constitution of it.

25

Texts are seen as language units which have a definable

communicative function, characterized by such principles as

cohesion, coherence and informativeness, which can be used

to provide a formal definition of what constitutes their textuality

or texture. On the basis of these principles, texts are classified

into text types, or genres, such as road signs, news reports,

poems, conversations, etc. (Nordquist, 2019, p. 1).

Figure 3. The text. Source: (miguelangel, 2015). Authors: Gloria Chace & Angélica Espinoza.

Some texts are classified according to their function that allows some

linguistics divide them in different types of texts because this is the way

everybody can identify them straightforwardly.

A written approach to the language based on the type of text

within the framework of a typology can lead to a teaching

model like the one currently reflected in some materials. Some

proposals seem to presuppose that if we teach what the

structure is and what are the linguistic characteristics of each

26

type of text; students will know how to apply this knowledge to

the reading and writing of any text of the same type. (Camps,

Guasch, & Ruiz, 2010, p. 69)

In general, the types of texts to be written are narrative, descriptive,

expository and persuasive. It is essential that tenth year students, according

to their A2.1 level, be able to create narrative and descriptive texts that have

an effect on the reader; that is why this research focuses on these two types

that allow them to use appropriate structures in the English.

Types of texts

Narrative texts

This type of texts is used to publicize particular anecdotes of a person

who can present a conflict that is finally resolved. “A narrative is a text that

tells a story. Narratives are generally imaginative but can be based on real

events. Narratives can be a variety of forms, such as short stories, myths,

poems and fairytales” (Hyland, 2009, p. iii). Thus, students can share their

experiences in a natural way through writing.

Descriptive texts

With this type of text, the writer is able to visualize what he wants to

transmit through the writing. It is a style that focuses on describing a

character, event or situation with specific details. This descriptive form is

like painting on a canvas, paying attention to all the details. “The writing will

be such that it will set a mood or describe something in such detail that if

the reader saw it, they would recognize it” (Good Descriptive Writing, 2018,

p. 1). Students can specify this text type with their five senses, in total

management of their abilities.

Writing as an object of teaching and learning, can be approached

from different perspectives depending on the focus of attention, but it should

always be emphasized that when producing a text it must have properties

and principles so that the discourses or texts in the communication between

sender-receiver succeed and these are adequacy, coherence and

cohesion.

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Properties of the text

Adequacy

Adequacy means that texts must be well constructed in the

communicative verbal process and adapted according to the context. Each

text has been written to be used at a time and for a specific purpose.

Coherence

Coherence is the inherent property of any text that makes us perceive

it as the communicative unit and not as the unconnected sequence of

statements. “Coherence is important in writing as it relates to expressing

consistent and understandable ideas in a text” (Briesmaster & Etchegaray,

2017, p. 187).

Cohesion

Cohesion is the linguistic manifestation in which a text is related when

there are linguistic mechanisms that reveal the coherent relation of its parts.

“Cohesion plays an important role in academic writing because it affects the

interpretation of a writer’s discourse” (Briesmaster & Etchegaray, 2017, p.

188).

Thanks to these properties, the text developed by the students will

have logical content and teachers can denote that their ideas are linked and

structured regarding to what is demanded for a writing task and it helps to

plan and organize ideas previously. If a student follows good techniques in

pre-writing, he or she will be able to elaborate a functional composition, in

other words, a proper text that fits together in various aspects with sense.

2.3 Contextual framework

The "Francisco Huerta Rendón" High School of Guayaquil is an

attached institution of the Faculty of Philosophy, Letters and Sciences of

Education of the University of Guayaquil, and is located in the Tarqui Parish,

Ciudadela Universitaria, Av. Las Aguas and Av. Juan Tanca Marengo, next

to the Faculty of Chemical Sciences, in front of the Ciudadela Urbanor. The

28

name of the institution honors a man from Guayaquil who was an illustrious

teacher, known for his performance as an archaeologist, journalist and

historian. This public institution opens its doors to people of different

socioeconomic levels guaranteeing an educational service of quality.

Dr. Francisco Huerta Rendón was the one who, after the popular

revolution of May 28, 1944, inaugurated the Faculty of Philosophy,

Pedagogy and Letters of the University of Guayaquil, being its first Dean,

after its creation in 1945, besides he was elected member of the Guayas

Nucleus of the House of Culture and professor of Art History, of America

and Archeology, where he held functions until 1949.

The public institution that bears his name was created in March 1971,

to provide the students of the University of Guayaquil with a space where

they can carry out their pre-professional practices to finish their degree, and

since the "Francisco Campos Coello" School, an old institution that served

as support, was inspected by the military board that year, the members of

the Dean's Office, Lic. Colón Serrano Murillo, Dean of the Faculty of

Philosophy, Dr. Jorge Villacrés Moscoso Sub-Dean and Dr. Marcos A.

Reinoso, Dean of the University, found the solution in the creation of a new

school: the "Francisco Huerta Rendón".

But it was not until May 19, 1971, that by university council it entered

into functions, under Ministerial Agreement No. 4322, granted by the

Provincial Office of Guayas, leaving as dean Engineer Oswaldo Ayala

Núñez, who opened the registration. The first to benefit, were students who

for political reasons were expelled from other schools, 265 students enrolled

in the first school year covering both the first and third courses in the

morning and afternoon, however, now this institution is mixed and has

approximately 2600 students with an education oriented to the scientific -

technological formation of the students in the levels of basic, middle,

superior and to the conduction of the teaching practice through a suitable

educative work, based on a framework of principles and values.

29

Currently, the educational institution has improved in aspects such

as infrastructure and quality of teachers, family orientation talks and is

recognized at the national level.

Students are educated to be promising of the culture of peace,

transformers of reality and creators of knowledge, promoters of

interculturality, equity, inclusion, democracy, citizenship, social coexistence,

participation and integration, so that its educational model is constructivist,

thus representing the ideal of the holistic human being motivated and

oriented to personal and educational growth.

According to a research, it has been confirmed that there have been

projects carried out in advance in this high school but that they deal with

different topics such as “The influence of summary in writing skills” or

“Incidence of the use of intonation in the development of the English oral

production”, in the School of Languages and Linguistics of the Faculty of

Philosophy, Letters and Science of Education of the University of Guayaquil

and, nevertheless, these works have only been seen to improve the learning

at the level of the abilities of a specific language but corresponding to other

different variables.

Consequently, it is noted that there is still no previous research in this

institution regarding the techniques of generation of ideas in pre-writing, so

the relevance of this research is confirmed to improve the teaching-learning

process of those involved.

2.4 Legal framework

The Education, since ancient times, has been considered a duty of

the State and a right and responsibility of people to participate in the process

offered by the Ecuadorian Educational System.

According to the Constitution (2008), the fifth section of education

states that:

Article 27. - Education will be centered in the human being

30

and will guarantee a holistic development with respect to the

human rights, respect to the environment and democracy.

Education must be participative, obligatory, intercultural,

diverse and inclusive. It will promote equality, justice, solidarity

and peace, will promote the critic spirit, Individual and

communitarian initiative, the development of competences

and capacities to create and work. The education is

indispensable to obtain knowledge, make use of rights and

construct a sovereign nation, and becomes a pivot point for

the national development.

Article 28: Education shall be for general welfare of the public

and shall not be at the service of individual and corporate

interests. Universal access, permanence, mobility and

graduation without any discrimination shall be guaranteed, as

well compulsory attendance of initial schooling, basic

education and secondary education or their equivalent. Public

education shall be universal and secular at all levels and shall

be free of charge up to and including the third level of higher

education. (pp. 27,28)

Through these two articles, a free and universal education is

reaffirmed and at the same time free up to the third level of education, so

that citizens have to take advantage of this opportunity with perseverance

and effort.

In addition, the Organic law of Cultural Education (LOEI) (2011), its

article 2, section z, highlights as one of the principles of the educational

activity that is the interculturalism: “Interculturality and plurinationality

guarantee to the actors of the System the knowledge, recognition, respect,

appreciation, recreation of the different nationalities, cultures and peoples

that make up Ecuador and the world (p. 10). In this way, respect and

appreciation of different cultures is encouraged, promoting linguistic

diversity.

31

According to the National Development Plan 2017-2021- A lifetime

(2017) in its Axis 1: Rights for all throughout life, with the objective 3 that is

to guarantee the rights of nature for current and future generations

Emblematic Interventions of Axis 1 declares and reaffirms the importance

of interculturality:

Encouraging multilingualism, for example, not only

corresponds to the preservation of ancestral languages, but

also in its connection with the world, with universality;

language in a knowledgeable society, are related to new

information and communication technologies (audiovisual,

computer languages, among others); that is, the knowledge

articulated to life and multilingualism as a factor for the

development of practical capacities to act in the world. (p. 52).

Therefore, in Ecuador, this project is available due to the respect of

citizens’ rights and the provided intercultural education that support their

needs.

Through this research, the authors of this project strive to provide an

educational resource that may attempt the English learning, contemplating

international parameters, in other words, the application of techniques,

methodologies, tools and activities, to develop in the classroom.

To conclude, according to National Curriculum Specifications in

English as a foreign Language (Ministerio de Educación, 2016) , students

should have an A2.1 level which they generally would be able to produce

short narrative and descriptive text related to situations or topics about their

experiences or everyday life using an appropriate style.

Specifically, the case of the students of tenth year at “Dr. Francisco

Huerta Rendon” High School, even though, it is considered a public institution

with a low level in the writing skill, through this study, it seeks to innovate the

techniques of teachers to have an impact on the generation of ideas in pre-

writing and achieve their proposed objectives with their students.

32

CHAPTER III

METHODOLOGY

3.1. Research design

This chapter details the methodological design of the research which

covers several important aspects, such as the modality, the types, the

methods, the techniques and the instruments of the research, as well as the

population and the sample for its analysis and interpretation of results

obtained.

3.2 Modality research

This research is of qualitative-quantitative nature because there is no

division between the qualitative and the quantitative, from which an

interpretation of the theoretical and empirical data obtained is made to

process and quantitatively tabulate the results of the executed instruments.

It is quantitative since it determines and explains the causal

relationships through the collection of data once the instruments are made

in our research, and it is qualitative because it provides descriptive data of

the techniques for generating ideas in pre-writing. Therefore, quantitative

and qualitative approaches are combined in research, which is of a social

and educational nature, to understand any phenomenon that arises in the

population under study.

3.3 Types of research

According to its purpose, the study carried out in this project is of an

applied type, since it is executed in a specific context that is "Francisco

Huerta Rendón" High School, where it dealt with the pre-writing and

deepened in techniques to generate ideas in tenth year students of Basic

General Education to diagnose the needs and problems, in order to apply

the knowledge for practical purposes during the 2019-2020.

According to the epistemological objective, the research is

descriptive, explanatory and purposeful.

33

It is considered descriptive, because its purpose is to refer to the

current situation presented by tenth year students with respect to the

development of pre-writing, which is deficient, being that the level they have

is low in relation to the curricular specifications and it prevents a correct

writing and integration of the information to elaborate short texts.

Since it is of an explanatory nature, it looks for a deep vision that

allows determining the causes of the problem and also seeks to show how

and why this phenomenon occurs, in the present study, the function is to

reveal how techniques to generate ideas affect the improvement of the pre-

writing.

At the same time, it is purposeful, since the objective of this research

is to make an innovative proposal, which, in this particular case, consists on

doing a didactic guide of techniques to generate ideas in pre-writing, which

seeks to find the solution to the problem in the existing pre-writing.

Finally, it should be noted that according to the control of the

variables, the research carried out is of a non-experimental nature because

no experiment is carried out that allows the application of the proposal to

see the impact of the results.

3.4 Research methods

Knowing that the theoretical methods lead to a broader and higher

intellectual process, it is verified that the executed project takes as

indispensable the historical-logical method, which allows the researcher to

characterize the object of the study according to its evolution and

chronological development, in this particular case, it refers to whether the

previous research has been relevant and helped to solve the problems

present in tenth-year students of B.G.E. regarding to pre-writing and

techniques to generate ideas, to consider them as specific antecedents in

the progress of this work.

In this way, the method of analysis-synthesis is applied throughout

34

the research, fundamental for the researcher to abstract the information

presented in a comprehensive and complementary way and, with the ability

to perceive in detail and to relate the reality of the individuals of the study

with the criteria to select the relevant information and organize it in the

construction of the synthesis related to improving the aforementioned

conflict situation that is achieved through the diagnosis of these events.

Undeniably, the inductive-deductive method is also used since it is

fulfilled and a diagnosis is made in a specific context that is, starting with

tenth year students of B.G.E of the "Francisco Huerta Rendón" High School,

so that later, the solution found and the alternatives for improvement can be

shared and socialized for future researches, thus demonstrating its

relevance.

Therefore, the present research needs the systemic-structural-

functional method, in this way, the novelty of the proposal is demonstrated

interrelated with all aspects of the same study. This method is implemented

through the structural design of the different parts of the proposal and the

interrelation between them, together with the functions of each of the parts

of the didactic guide with the techniques to generate ideas in pre-writing,

specifically aimed at the teaching update of these techniques during the

teaching-learning process of writing skill.

It is concluded that this research does not make use of empirical

methods, rather the statistical methods are applied, specifically the

descriptive one since, when analyzing the research instruments, that is, the

observation guide, the interview and the survey related to the dependent

and independent variables, quantitative data already obtained throughout

the study can be organized in tables and figures.

3.5 Research techniques

During the current research project, the empirical research

techniques are used, they serve to verify the validity of the variables and the

plausibility of the possible proposal. For the aforementioned motive, it has

35

been resolved to employ the following techniques.

Initially, a class observation was done, with which the conceptual

performances and abilities of the students were objectively evaluated, and

the proper attention was given to the techniques of generation of ideas in

the pre-writing used by the teachers during the work session, the facts were

perceived directly during the three visits at the high school.

Later the interview technique is used, being formal, directed,

informative and semi-structured, done to the teacher who is directly in

charge of the teaching-learning process in order to know the methodology

applied in the high school, and to diagnose the management of the

techniques to generate ideas when reinforcing the pre-writing.

In the same way, the survey technique is applied, aimed at tenth year

students of B.G.E. with the purpose of verifying that there is indeed a

problem situation based on pre-writing, which -in turn- has as its main cause

the lack of techniques to generate ideas; the objective is to ensure, in

addition, that the application of the possible proposal will provide a

significant improvement to the aforementioned problem.

3.6 Research instruments

For the concretion of the previously selected techniques, the

instruments developed in this research are observation guide and

questionnaire for the interview and survey, which allow to confirm in an

integral way the problematic and its causes during this process to apply the

possible proposal to the people of study in "Francisco Huerta Rendón" High

School.

The observation guide contains seven aspects to evaluate in the

students and seven in the teachers with a rating scale, the interview directed

to the teacher in charge of teaching English consists of a questionnaire of

six open questions, and the survey contains a series of statements based

on Likert scale that will determine the incidence of the problem in the sample

studied.

36

3.7 Operationalization of the variables

Table 1

Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.

TECHNIQUES

TO GENERATE

IDEAS

Set of practical

procedures to

collect new ideas

creatively with the

purpose of

arriving at the

specific result

stated in the

writing skill.

Types of

techniques

1. Brainstorming

2. Wh-Questions

3. Mind mapping

4. Outlining

5. Wall charts

6. Discussion

Class

organization

1. Individual

2. In pairs

3. In groups

PRE-WRITING

Initial stage

where the

general ideas to

be transmitted

are assembled

and

communication

strategies are

developed before

beginning the

writing process.

Stages of

pre-writing

1. Planning of

ideas

2. Organization

of ideas

Types of text

1. Narrative

2. Descriptive

3. Argumentative

4. Exhibitory

Properties of

a text

1. Adequacy

2. Coherence

3. Cohesion

37

3.8 Population and Sample

3.8.1 Population

In "Francisco Huerta Rendón" High School, there are four courses of

tenth year of Basic General Education, “A” that has 37 students, “B” with 37,

“C” with 39 and “D” of 38 that consists of a total of 151 students. Therefore,

the population to be considered in this research is the number of students

mentioned above, which means that the sample must be obtained passed

the 100 students as indicated. The number of students of the sample must

be taken in a random form, since all members of the population have the

same chances of being chosen for it.

The population of the school is homogeneous, they belong in their

great majority to similar socio-economic levels, there are, among them,

relation as far as cultural factors, included between the same ages.

Table 2

Population of “Francisco Huerta Rendón” High School

Item Strata Frequency Percentage %

1 STUDENTS 151 98.70%

2 TEACHERS 1 0.65%

3 AUTHORITIES 1 0.65%

Total 153 100%

Source: Campus Secretary of “Francisco Huerta Rendón” High School.

3.8.2 Formula

This calculator uses the following formula for the sample size n:

n = N*X / (X + N – 1),

where,

X = Zα/22 *p*(1-p) / MOE2,

and Zα/2 is the critical value of the Normal distribution at α/2 (e.g.

for a confidence level of 95%, α is 0.05 and the critical value is 1.96), MOE

is the margin of error, p is the sample proportion, and N is the population

38

size. Note that a Finite Population Correction has been applied to the

sample size formula. (Daniel, 1999)

Based on this formula, the digital sample calculator is used, which

denotes the values shown below:

Figure 4. Sample calculator. Source: (Select Statistical Services, 2019).

Table 3

Strata of the sample of “Francisco Huerta Rendón” High School

Strata Population Sample

STUDENTS 151 59

TEACHERS 1 1

AUTHORITIES 1 1

Total 153 61

39

3.8.3 Sample

In this research project, it is required to work with a representative

sample of the elements of the population, it is applied to 59 students

registered in the tenth year of B.G.E., of "Francisco Huerta Rendón" High

School that has a population of 151 students, the same ones who

collaborate in the development of this research, not only because they are

immersed in the educational process, but also because they have criteria

referring to the topic they live on a daily basis.

Table 4

Sample of “Francisco Huerta Rendón” High School

Ítem Strata Frequency Percentage %

1 STUDENTS 59 96.72 %

2 TEACHERS 1 1.64 %

3 AUTHORITIES 1 1.64 %

Total 61 100%

There are four English teachers working in the institution in the

academic period 2019-2020, distributed: two for the basic and two for

baccalaureate. One of them Lic. Ramón de Jesús Sánchez Noriega with

three of the four parallels in tenth year, was assigned for this project to

analyze the techniques which he uses to generate the ideas in his students

regarding pre-writing.

The Rector, MSc. Marco Yambay is the highest authority of the

institution, who approved the developed project, but did not participate in

the study.

40

3.9 Analysis and interpretation of results

After applying the instruments of the research, the results were as follows.

3.9.1 Analysis of the survey

Table 5

Frequency and percentage in the survey item no. 1

1. It takes me time to organize my ideas to make a short writing.

CODE CATEGORY FREQUENCY PERCENTAGE

Item N° 1 Totally agree 15 25%

Agree 17 29%

Indifferent 14 24%

Disagree 6 10%

Totally disagree 7 12%

TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.

Figure 5. Survey item N°1 Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.

Comment:

The sample of tenth year taken was 59 students, of which 29 percent

considers very difficult to organize their ideas, 25 percent finds it

problematic because it takes them time. On the other hand, 24 percent is

indifferent to organize ideas for short writings, while the remaining 22

percent in total (10% and 12% of the sample), believes that organizing their

ideas is easy. The respondents mostly state that there is a difficulty in

organizing and planning their ideas when writing and this makes the

research feasible because it demonstrates that generating ideas needs to

fulfill all the steps.

41

Table 6

Frequency and percentage in the survey item N°2

2. It is difficult for me to start writing.


Item N° 2 Totally agree 11 19%

Agree 17 29%

Indifferent 17 29%

Disagree 8 14%



Figure 6. Survey item N° 2

Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.

Comment:

In the second statement the 19% and 29% of groups that agree (48

percent), said that they find hard to start writing, the 29% believes that it is

a little bit difficult but they are indifferent with this fact, but only the 23 percent

(13% and 10%) mentioned that it is not hard to start writing. In this question,

the difficulties in pre-writing are evident, the majority of students present the

blank page syndrome because when students have to write, they do not

what, why and how to begin, blocking their ideas, and that is where teachers

must intervene with appropriate techniques to help them.

42

Table 7


3. I consider it important to organize myself in advance to generate ideas.


Item N°3 Totally agree 18 31%

Agree 19 32%

Indifferent 10 17%

Disagree 7 12%



Figure 7. Survey item N° 3


Comment:

Of all the participants, the 32% and 31%, 63 percent in total, said that

it is important to organize themselves in advance to generate ideas because

that way, they can define the purpose and the parts of what they are going

to write in advance. Seventeen percent is indifferent to this situation,

because it is almost certain, that for them the previous organization in pre-

writing is not important. While the 20 percent remaining (12% and 8% that

disagrees) considers that it is not essential to do this. Then, if most of them

believe that a previous organization is necessary, it is possible to say that a

guide with techniques to generate ideas in pre-writing can help teachers and

students of this grade.

43

Table 8


4. I can generate my ideas by doing mind maps.



Agree 10 17%

Indifferent 12 20%

Disagree 16 27%



Figure 8. Survey item N° 4.


Comment:

According to 31% and 27% of the respondents (58 percent in total)

consider that they do not know how to use mind maps in order to generate

ideas during the pre-writing. A 20 percent believes that it could be or not

useful, but they are disregard with this, and the 17% and 5% (22 percent

remaining) consider mind maps as helpful and that they can apply them.

The use of techniques to generate ideas as mind maps is accepted, for this

reason the implementation of a guide to generate ideas in pre-writing with

those students is relevant due to the fact that they could have a tool for

organizing and planning their ideas as it is mentioned previously.

44

Table 9


5. I notice that my teachers perform practical procedures so that I can write with ease.



Agree 7 12%

Indifferent 12 20%

Disagree 14 24%





Comment:

Of all the students surveyed, the 29% and 24% that disagrees with

the statement (53 percent in total) said that the teacher does not perform

practical procedures in pre-writing, 20% are indifferent with the practical

procedures that their teachers use because they only follow models to write.

However, a 27 percent confirms that the teacher uses some practical

procedures. Most of the students believe that the teacher needs to

implement new activities in the class, which means teacher needs a guide

with techniques to generate ideas in pre-writing in order to make the

students’ work easy.

45

Table 10


6. I like to write freely.



Agree 10 17%

Indifferent 13 22%

Disagree 10 17%





Comment:

The students in this survey state that they do not like to write freely

in a 41%, that means the 24%, and 17% that disagrees with this item

because they only do it for obtaining their scores. The 22% is indifferent to

write freely, they do not care about writing, they prefer other activities, and

the 20% and 17% (37 percent in total who agrees with the item) said that

they like writing. This phenomenon could be solved with good motivation by

teachers and also the suitable techniques to generate ideas in pre-writing

could help students to organize their ideas and what they want to express.

46

Table 11


7. I believe that writing is useful to convey my thoughts.



Agree 10 17%

Indifferent 17 29%

Disagree 4 7%





Comment:

The 42% and 17% (59 percent in total) of the surveyed students are

clear that writings can help to transmit their thoughts since they consider it

as a way of communication. While 29 percent is indifferent to all this process

that involves writing. Only the 7% and 5% (13 percent) do not agree with

this item because they prefer speaking rather than writing. The creation of

a guide with techniques to generate ideas in pre-writing can be useful for

the teacher in tenth year B.G.E because in this way, his or her students can

notice the importance of writing with an accurate motivation, in order to

elaborate narrative or descriptive texts based on their own experiences in a

further situation.

47

Table 12


8. My writings make sense and are logical.



Agree 8 14%

Indifferent 20 34%

Disagree 17 29%





Comment:

With regard to the statement that, if their writings have sense and are

logical, 34% of the students surveyed are indifferent, that is, they perceive

that they are not interested in writing and at the same time, they do not know

the properties of a text since it is, for this reason, that their writings do not

have cohesion and coherence according to their level. 29% reports that their

writings are not logical because they disagreed with the statement and 8%

strongly disagrees, so both groups are aware of their shortcomings and note

that they want a change. On the other hand, 14% and 15% agree that their

writings have sense, that is, they indicate that they have a basis for writing,

although they still do not know the properties of the text.

48

Table 13


9. While writing, I can describe facts, situations or people without difficulty.



Agree 8 14%

Indifferent 16 27%

Disagree 15 25%





Comment:

The 27% of respondents is indifferent to the fact that they can

describe facts or situations without difficulty when the teacher asks them to

write, so it can be inferred that they are unaware of the types of text they

must identify according to their level so that they can also appropriate the

structures taught in English. 25% and 12% recognize that it is difficult to

describe facts according to their level, which shows that they still have gaps

that do not allow them to advance. While 22% and 14% base with their

answers that they can perform these types of texts because they are easier

to perform, which shows that if descriptive or narrative texts are written, it

will have a positive effect on the learning of writing.

49

Table 14


10. The writings that I make show the reality in which I develop.


Item N°10

Totally agree 6 10%

Agree 14 24%

Indifferent 26 44%

Disagree 9 15%





Comment:

This statement is related to the previous one, to know if the students

are able to make writings that demonstrate the reality in which they develop,

that is to say, if they can describe facts of daily life and also if the context in

which they unfold affects the way in which they learn to write in English.

44%, being the highest percentage, is indifferent to this situation, for them

writing is only to comply with the activity and it does not matter if they show

their reality or share their experiences. 24% and 10% consider that they can

show the reality of their lives through writing, although with certain

limitations according to their level. But 15% and 7% are reluctant to write

meaningfully about their daily experiences in a natural way, not only

because of the lack of knowledge of the types of text, but also because of

shortcomings in the generation of ideas.

50

Table 15


11. I am able to transmit my thoughts through what I write.


Item N°11

Totally agree 9 15%

Agree 7 12%

Indifferent 13 22%

Disagree 23 39%





Comment:

The contents of what students in the tenth year of General Basic

Education write must transmit their thoughts in a clear, logical, precise and

concise way. However, 39% and 12% of the respondents say that it is hard

for them to start writing and therefore cannot transmit their thoughts,

perhaps they are blocked at the beginning. 22% considers indifferent the

fact of being able to express what they think and feel through writing. Only

15% and 12% emphasize the importance of diffusing their thoughts through

writing. It can be deduced that most students, although they recognize that

through writing, they can share their thoughts, they consider that they

cannot do it well and that is the problem that arises during pre-writing.

51

Table 16


12. I would like my teachers to apply tactics so that I can write easily.


Item N°12

Totally agree 20 34%

Agree 17 29%

Indifferent 7 12%

Disagree 5 8%





Comment:

Teachers, like students, play a fundamental role in the teaching-

learning process since they are the immediate guides to motivate, correct

and make this process feasible. Therefore, the statement demands

students, if they would like their teachers to apply tactics for them to write

with ease, and this is how the results show that 34% and 29% totally agree,

because with the appropriate techniques they are able to write appropriately

in relation to what they live day to day. 12% is indifferent to not recognizing

the value that tactics or techniques would have in their learning. 17% and

8% do not consider that the tactics used by teachers can implement the way

in which they write because they denote that there will be no results and

that they would continue to interact in the traditional way as they have been

doing.

52

Table 17


13. I believe that my teachers should have an update regarding their ways of teaching to write.


Item N°13


Agree 19 32%

Indifferent 13 22%

Disagree 4 7%



Figure 17. Survey item N° 13. Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.

Comment:

The traditional way of teaching has been strongly criticized in recent

times, since currently what is sought is for students to develop all their skills

and abilities to face the challenges of this century. Consequently, to this

fact, the students were asked if they believed that their teachers should be

updated in the way they teach to write, the two groups with 32% (64% that

would be the total of the two) declared that they totally agreed, because

when they update they can be innovative in their classes. 22% considers

this situation indifferent since the ways in which their tutors teach do not

concern them. The two remaining groups of 7% (14% between them) are in

common disagreement since, according to them, they do not affect the way

in which their educators teach and that this would only indicate more tasks

in classes and at home.

53

Table 18


14. I think that my teachers must organize themselves previously with activities so that I can generate ideas.


Item N°14


Agree 17 29%

Indifferent 14 24%

Disagree 9 15%





Comment:

The students surveyed agree in 29% and 25% that their teachers

should organize themselves previously with activities that help and allow

them to generate ideas with ease when they are assigned writing tasks,

since this way they will not waste time and the work will become enjoyable.

24% is indifferent to the situation, since organizing for them does not imply

an advantage or a disadvantage when carrying out their tasks, practically

they improvise and try to do what is asked. 15% and 7% of students do not

meditate on the situation that their teachers are organized at the time of pre-

writing, since for them generating ideas is not so complex, they say that it is

only writing what should be done and not how someone gets to the product.

54

Table 19


15. I would like my teachers’ explanations to be innovative and that my writing classes be creative and dynamic.


Item N°15


Agree 14 24%

Indifferent 10 17%

Disagree 4 7%

Totally disagree 6 10% TOTAL 59 100%


Figure 19. Survey item N° 15. Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.

Comment:

The specifications that a teacher gives their students to perform activities

related to writing in English should be clear and innovative at the same time,

because most students do not like to write and therefore, they are looking

for that with the right techniques, their classes turn creative and dynamic.

42% and 24% (66%) agree with this fact and therefore require a teaching

update as mentioned in the preceding items since the writing process will

not be tedious. 17% does not agree or disagree, for them it is the same

whether the classes are motivating or not because they do not really like to

write. 10% and 7% do not agree that the explanations of their teachers are

creative because this would indicate that they should do more writing, so it

means that the work will be excessive.

55

Table 20 Distribution of the absolute frequency and percentage


N° ITEMS

CATEGORIES

TOTAL Totally agree Agree Indifferent Disagree Totally disagree

F % F % F % F % F %

1. It takes me time to organize my ideas to make a short

writing. 15 25% 17 29% 14 24% 6 10% 7 12% 59= 100%

2. It is difficult for me to start writing. 11 19% 17 29% 17 29% 8 14% 6 10% 59= 100%

3. I consider important to organize myself in advance to

generate ideas. 18 31% 19 32% 10 17% 7 12% 5 8% 59= 100%

4. I can generate my ideas by doing mind maps. 3 5% 10 17% 12 20% 16 27% 18 31% 59= 100%

5. I notice that my teachers perform practical procedures

so that I can write with ease. 9 15% 7 12% 12 20% 14 24% 17 29% 59= 100%

6. I like to write freely. 12 20% 10 17% 13 22% 10 17% 14 24% 59= 100%

7. I believe that writing is useful to convey my thoughts. 25 42% 10 17% 17 29% 4 7% 3 5% 59= 100%

8. My writings make sense and are logical. 9 15% 8 14% 20 34% 17 29% 5 8% 59= 100%

9 While writing, I can describe facts, situations or people

without difficulty. 13 22% 8 14% 16 27% 15 25% 7 12% 59= 100%

10 The writings that I make show the reality in which I

develop. 6 10% 14 24% 26 44% 9 15% 4 7% 59= 100%

11 I am able to transmit my thoughts through what I write. 9 15% 7 12% 13 22% 23 39% 7 12% 59= 100%

12 I would like my teachers to apply tactics so that I can

write easily. 20 34% 17 29% 7 12% 5 8% 10 17% 59= 100%

13 I believe that my teachers should have an update

regarding their ways of teaching to write. 19 32% 19 32% 13 22% 4 7% 4 7% 59= 100%

14 I think that my teachers must organize themselves

previously with activities so that I can generate ideas. 15 25% 17 29% 14 24% 9 15% 4 7% 59= 100%

15 I would like my teachers’ explanations to be innovative

and that my writing classes be creative and dynamic. 25 42% 14 24% 10 17% 4 7% 6 10% 59= 100%

56

3.9.2 Interview results

Questionnaire

1. What kind of techniques to generate ideas do you use for the

development of pre-writing?

The technique I usually use to start writing is “questions and answers”,

that is, I ask them something and I request them to write down their

answers, then we continue with exercises on the board.

2. Do you know what are the stages of pre-writing when you generate

ideas in your students?

Of course, first, the students need to know the subject that we are going

to discuss, another important thing is the vocabulary to finally continue

with the development of writing.

3. Do you consider that students have difficulties when they want to

produce descriptive writings? Yes_____ No_____ Explain why?

Yes, definitely, most of our students present problems, and it is because

the education in the schools, they have not even received English, so

when they come here, to our institution, I have to try to identify those

various problems, and from there, to develop a class where these

students can learn or try to level, everything in order to not affect those

students who have knowledge and could advance more quickly.

4. Do you think that the writings your students do are adequate and

coherent according to their level of study?

This question is related to the previous one, as I had already commented

the students will not be able because the level of preparation they have.

So, they have a hard time trying to identify even the basic part of English,

such as structuring sentences.

5. Do you contemplate that a teacher update is important regarding

techniques to generate ideas to perfect the pre-writing of your

students?

Yes, for us as teachers it would be a great help to receive an update of

57

techniques to generate ideas, any type of learning for the teacher is

beneficial, because it directly influences the growth of our students.

I also believe that not only should a teacher be supported, but all the

teachers of our institution, because we need a higher level of preparation

in this 21st century, and you could share with us things that new

generations of students require, to avoid the monotony within our

classrooms.

6. Do you agree that it would be beneficial and useful to implement a

didactic guide of techniques to generate ideas in pre-writing?

The big problem for us is that the English text is delivered to the students

for free, but not to us as teachers, and if we do not have the document

to be able to review and send the tasks to the students, that issue also

limits the teacher, because the guide text is useful for each of the

classes.

If you could provide a guide that will help us, it would be very beneficial

and completely necessary, and if the guide could be in the library the

teachers could use it too.

Comments for:

Question & Answer 1

The answer exposes that the teacher uses a single situation for

motivating and encouraging creativity in students in the pre-writing stage,

so having a variety of techniques at their disposal would be beneficial.

Question & Answer 2

With this answer it can be said that the teacher is not clear about the

stages of writing and less about pre-writing, so a guide of techniques to

generate ideas in pre-writing could be useful.

Question & Answer 3

This response detects a problem in the pre-writing since according

to the teacher; the students have difficulties at the time of generating

58

descriptive writings, which gives rise to the pertinence of the current

research.

Question & Answer 4

With the answer given, it is deduced that there is an insufficiency in

the level that the students must have in relation to the requirements of the

Common European Framework of Reference, therefore a guide with

techniques for the generation of ideas in the pre-writing that facilitate their

writings, is convenient.

Question & Answer 5

The teacher considers that it is necessary and convenient to update

the knowledge in terms of techniques for generating ideas in pre-writing, so

the build-up of a guide that helps in this problem is pertinent.

Question & Answer 6

With this answer it is evident that teachers require a guide with

techniques of generation of ideas in the pre-writing that facilitate the

development of the class and that would be beneficial for them.

Final comment

After the interview held on Monday, June 24th, 2019 referring to the

teacher's answers, it is realized that there is a conflict situation in the pre-

writing due to the lack of techniques that allows students to generate ideas

in this stage. The teacher is not really clear about the stages of pre-writing,

the properties of the text and even the types of text that a tenth student

should also know at A2.1 level.

He blames the educational system for the lack of solid foundations in

the schools, but also emphasizes the lack of educational resources for

teachers. Therefore, a guide with techniques for generating ideas in pre-

writing is necessary and would benefit the teachers of the tenth year of

B.G.E "Francisco Huerta Rendón" High School because they do not have

enough alternative material to prepare their classes. (For further

information, please consult Annex # 2, on pages 153-156).

59

3.9.3 Class observation results

The following qualitative information was obtained through the

observation guide sheet, assessed during the development of two different

English classes of Lic. Ramón Sanchez in tenth year of “Francisco Huerta

Rendón” High School in different days: On Friday, June 21st, 2019, 10th “A”

level was observed from 10h40 to 11h20 with the topic “Inventions: Simple

Past: grammar structures” and on Wednesday, June 26th, 2019 10th “C”

level was observed from 07h00 to 07h40 with the topic “Vacations: Writing

task”. It was divided in seven aspects to be evaluated in teachers and seven

in students that are detailed below. (For further information, please consult

Annex # 2 on pages 150-152).

About teacher’s attitude in the classroom

• The teacher focuses more on grammar structures rather than to

integrate the four skills: reading, listening, speaking and writing.

• The teacher applies the technique of "questions and answers" in an

empirical way since he does not know that it is one of the techniques to

generate ideas, however he gives clear indications to his students.

• He does not use a didactic guide of ideas generation techniques, and he

does not even have the text of tenth year assigned by the Ministry of

Education.

About students’ attitude in the classroom

• Students are willing to work on the activities proposed even when they

do not fully complete the instructions given by the teacher.

• Their level is not adequate to elaborate the types of text required with

coherence and cohesion.

• They have difficulty in generating ideas during pre-writing because they

feel blocked at the moment they have to start writing.

Final comment

As a result of the two classes observed, the researchers can declare

that the use of techniques to generate ideas in pre-writing stage is

60

inexistent; the students cannot develop the writing process with normality,

because the teacher almost never applies techniques, and the stages of

pre-writing process are not completed or clarified. Therefore, providing a

guide with techniques to generate ideas in pre-writing is needed.

3.9.4 Triangulation

The triangulation

carried out permits to

confirm a global

interpretation of the

phenomenon object of the

research and as an

advantage, that it presents,

when two strategies yield

very similar results, thus the

findings are confirmed for

the study. (Benavides & Gómez-Restrepo, 2005).

This research project is validated thanks to the observation guide and

both questionnaires, one for the interview and the other for survey, that

reaches to the conclusion that the development of the writing skill in

students from tenth year of B.G.E. at “Francisco Huerta Rendón” High

School in 2019-2020 is deficient.

When generating their ideas during the pre-writing stage, they are

not well guided with techniques that help them to do it and the English

teacher does not have enough resources as well, so the confidence to

produce written texts is not developed in the students, for this reason it is

mandatory to execute a didactic guide to generate ideas in pre-writing that

helps all the teachers of tenth year in this process.

Figure 20. Triangulation

61

CHAPTER IV

THE PROPOSAL

4.1 Justification

After the application of the empirical techniques: observation, survey

and interview to the teacher of the tenth year of B.G.E. in "Francisco Huerta

Rendón" High School, the triangulation and tabulation of the obtained data

is carried out, which made it possible to emit an analysis of the objective

results. This analysis revealed that there is a complication in written

expression, to be exact, in the pre-writing stage. This is because students

present difficulties from the moment they do not know how to generate ideas

in the sub-stages of the pre-writing.

The elaboration of a text represents a great challenge for the

students, who test their writing skills in English, but having no clear idea of

how or what to start writing, this conflict increases considerably, of the non-

application of techniques that generate ideas in the pre-writing.

Therefore, it can be expressed that the implementation of a didactic

guide with techniques to generate ideas in pre-writing is fundamental, in

such a way that the use of them can facilitate, develop and improve the

performance of the teacher in the classroom and benefit the students of

tenth year of BGE, also, the proposed techniques can be used by other

courses, if necessary.

The didactic guide, as a fundamental axis of the proposal, favors all

those involved and therefore the society in general, since it allows a highly

productive development of the student community, who, by being able to

use the techniques that generate ideas, can actively contribute to all

academic activities.

The techniques to generate ideas in pre-writing will not only be

convenient in the subject of English, since the same activities can be useful

62

in other subjects and even throughout the student's training process, thus

increasing their creativity, competitiveness in an environment of

individualized and / or collaborative work with an adequate management of

time and resources.

4.2 Objectives of the proposal

4.2.1 General objective

To support teachers’ techniques to generate ideas in pre-writing

through a didactic guide to develop students' communicative competence.

4.2.2 Specific Objectives

• To update the theoretical foundations of teachers regarding the

techniques to generate ideas in pre-writing.

• To guide teachers methodologically on techniques for generating

ideas in pre-writing.

• To create concrete activities that allow students to generate ideas in

pre-writing.

4.3 Feasibility of the proposal

This work is considered feasible because the didactic guide can be

socialized in the educational community as in several institutions, according

to the following aspects:

4.3.1 Technical aspect

The authors of this proposal are the ones who made the didactic

guide of techniques to generate ideas in the pre-writing without extra

technical help, since with basic technological tools like Canva, it was

possible to achieve the design and the complete elaboration of the work,

which would have a high impact at "Francisco Huerta Rendón" High School

in case the project proposal would be carried out.

4.3.2 Financial aspect

The didactic guide directed to update the techniques to generate

63

ideas in pre-writing that the instructors teach to the students of tenth year of

B.G.E. in the English language, will be self-financed by the members of the

current project, the same ones that facilitate the resources required to

perform the activities that will allow an effective and efficient academic

development.

4.3.3 Human aspect

The didactic guide has adequate information on techniques to

generate ideas in pre-writing, which will be useful for the tenth year B.G.E.

teachers, and in which the students will participate in activities for learning

English; thus, both will be benefited within the educational scope. In

addition, institutional support is available to those who provide their

provision, services, and infrastructure for the development of this proposal.

4.4. Description of the proposal

The didactic guide of techniques to generate ideas in pre-writing is a

tool directed to teachers of tenth year of Basic General Education of

“Francisco Huerta Rendón” High School; and contemplates as main goal to

improve the linguistic competence of the students in the English language,

specifically in the writing through techniques to generate ideas with their

respective activities.

This guiding element that introduces actions in the pre-writing of the

English language is based on the following criteria: basic thematic contents,

exhibition of these with didactic language, combination of theoretical and

practical aspects in a pleasant visual format.

Intercultural themes are approached to provide moral lessons and

that catch the attention of the person who is going to write, with a logical

sequence and order. It should be noted that the didactic guide is based on

the English book conferred by the Ministry of Education to public institutions,

this text has allowed choosing the appropriate techniques according to the

six units that the book has.

64

The structure of the didactic guide is the following:

• The cover with the title "How to generate my students’ ideas during

the pre-writing?”, their respective images and the authors’ names.

• The copyright of the authors of this didactic guide.

• A sheet focused on the values to be treated in general.

• The scope and sequence that serves to determine the techniques

that are used according to the units.

• The introduction that holds the reasons why this research problem

was presented and how it came about with the solution with this

proposal.

• The diagnostic test directed to the teacher, which will allow him or

her to self-assess according to his or her knowledge in techniques to

generate ideas based on pre-writing. This test is objective and

contains 10 questions that, with the score scale, determine the level

of domain of the subject.

• The theoretical bases about pre-writing and the sub-stages, also the

respective analysis of the principles and types of text that must be

executed with the students of the tenth year of B.G.E.

• The general indications have not only the structure of the didactic

guide but also the interpretation of their respective iconography.

• The six different techniques of the described proposal show in each

one of them similarities regarding the structure that is detailed below:

The first part, with the title and a picture referring to the technique to be used

and an overview of the technique, that is its definition, importance and how

to do it.

The second part of specific methodological guidelines that -in turn- has the

following subdivisions:

➢ The general information that is distributed in two tables:

The first one involves the name of the macro skill that is the

writing, the selected stage of this skill, the pre-writing, the CEFR

standards in relation to this skill, the technique to be used, the

level of the students, the course, the unit to be treated, the lesson,

65

which in all cases is number three since it is the one that contains

specific writing tasks and the objective of applying this technique.

The second table contains the indicators of this unit, the materials

to be used, the time taken to apply the technique, the

configuration of the students in the class and the activities of both

books: Student's book and Workbook with their page number and

specific exercises. In addition, the authors and the source that is

the English book of the Ministry of Education are indicated at the

end.

➢ The development where instructions are given to the teachers

that helps to know how to correctly apply the technique and the

resources to be used.

➢ The example based on the activity of the Student's book that

serves as a basis for the teacher to guide his or her students

towards the writing work established in the book.

➢ The task that is indicated in the Workbook, which can be worked

in class depending on the time or autonomously at home, under

the same guidelines previously established by the teacher.

➢ The photocopiable sheet of the technique that serves as a

suggestion so that it can be used by the teacher and developed

by the students.

• The final test of objective and summative nature that allows teachers

to know, by means of a scale, how they progressed, whether they

were updated in terms of techniques to generate ideas and whether

they learned more about pre-writing.

• The recommendations when using this didactic guide, tips that will

help the teacher.

• The bibliographical references used for the development of this

didactic guide.

• A quote that carries a message related to the importance of the inter-

learning of the English language.

• The back cover with the biography of the authors.

66

4.5. Conclusions and recommendations of the research techniques

Conclusions

1. It is evident that students do not like to write and even worse they refuse

to do the activities alone, which have been proposed by the teacher

previously.

2. The teacher hardly ever uses techniques to generate the students’ ideas

during pre-writing to avoid the blank page syndrome on them.

3. It is notable that the teacher does not perform motivational activities

during the first stage of writing, which is the pre-writing to help them to

plan and organize the ideas.

4. The traditional method of teaching is strongly rooted, and the teacher

believes that only grammar is important for the development of writing.

5. All teachers do not have the guide text provided by the Ministry of

Education, as it is delivered to the students, or other types of resources

to have more options in the teaching of writing.

Recommendations 1. It is suggested that the teacher change the organization of the students

to involve everyone and enhance cooperative learning to generate ideas

in pre-writing optimizing time.

2. In order to evade monotony, the teacher should use a variety of

techniques that help and allow his students to blow up easily with ideas

in pre-writing.

3. It is necessary that the teacher knows the sub-steps of pre-writing so he

can adapt the activities that motivate students to learn writing and

generate ideas straightforwardly.

4. Students must show the real context in which they develop, so it is

fundamental that the teachers are updated in terms of theoretical

knowledge and techniques to generate ideas involving all four skills that

are needed in English.

5. Teachers should be concerned about having alternatives with regard to

the teaching resources to be used, so the didactic guide of techniques

to generate ideas would be beneficial and very useful to help everyone.

67

P R O P O S A L

78

11

87

20

99

32

103

36

107

40

114

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c.pdf

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erpt.pdf

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Editorial Norma.

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Pearson/Allyn & Bacon.

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119

A N N E X E S

120

ANNEX I

DOCUMENTS

125

URKUND SCREENSHOT

137

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Técnicas para generar ideas en la pre-escritura. Guía didáctica de técnicas para generar ideas en la pre-escritura.

AUTOR(ES) (apellidos/nombres): Chace Quelal Gloria Isabel Espinoza Llanos Angélica Rosario

REVISOR(ES)/TUTOR(ES) (apellidos/nombres):

Tutora: PhD. Cruz Rizo Lorna

INSTITUCIÓN: Universidad de Guayaquil

UNIDAD/FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación

MAESTRÍA/ESPECIALIDAD: Lenguas y Lingüística

GRADO OBTENIDO: Licenciatura en Ciencias de la Educación

FECHA DE PUBLICACIÓN: No. DE PÁGINAS:

ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVES: Pre-escritura, técnicas para generar ideas, guía didáctica.

RESUMEN/ABSTRACT (150-250 palabras):


ADJUNTO PDF: SI NO

CONTACTO CON AUTOR/ES: Chace Quelal Gloria Espinoza Llanos Angélica

Teléfonos: 098 908 2221 099 790 3151


CONTACTO CON LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística

Teléfono: (04) 2294888 Ext. 123


x

138

NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM

TITLE AND SUBTITLE: Techniques to generate ideas in pre-writing. Didactic guide of techniques to generate ideas in pre-writing.

AUTHORS: Chace Quelal Gloria Isabel Espinoza Llanos Angélica Rosario

REVIEWERS/ADVISOR: Advisor: PhD. Lorna Cruz Rizo

INSTITUTION: University of Guayaquil

FACULTY: Faculty of Philosophy, Letters and Sciences of Education

CAREER: Languages and Linguistics

TITLE OBTAINED: Bachelor Degree in Science of Education

DATE OF PUBLISHING: NUMBER OF PAGES:

THEMED AREAS: English Language

KEYWORDS: Pre-writing, techniques to generate ideas, didactic guide.

ABSTRACT (150-250 words):

Writing is and has always been one of the biggest problems that students have faced during the English language learning process. Thus, with this research project, it has been found, in particular, that the 151 tenth-year students of Basic General Education of “Francisco Huerta Rendón” High School in 2019-2020, require an A2.1 level and have problems to generate ideas during pre-writing, due to the deficiency of techniques used by teachers prior to writing. Therefore, the main objective is to establish the incidence of techniques to generate ideas in pre-writing through a bibliographic, field and statistical research, allowing the development of the variables in this work. The methods used are historical-logical, analysis-synthesis, inductive-deductive, systemic-structural-functional. The instruments used are the observation guide and the questionnaire for the interview and the survey. In conclusion, the analysis of the results of the survey applied to the sample of 59 students denotes the imperial need to implement a didactic guide for teachers to have a varied tool that allows them to optimize the quality of their students' writing. Thus, the didactic guide has been created and can be applied by the teachers of the institution mentioned previously. ATTACHED PDF: YES NO

AUTHORS NAMES AND CONTACT: Chace Quelal Gloria Espinoza Llanos Angélica

Telephones: 098 908 2221 099 790 3151


CONTACT IN THE INSTITUTION: Name: Secretarial of the School of Languages and

Linguistics Telephone: (04) 2294888 Ext. 123


x

139

LICENCIA GRATUITA INTRANSFERIBLE Y NO EXCLUSIVA PARA EL USO

NO COMERCIAL DE LA OBRA CON FINES ACADÉMICOS

CHACE QUELAL GLORIA ISABEL con C.I. 180424942-1 y ESPINOZA LLANOS

ANGÉLICA ROSARIO con C.I. 093046745-1, certificamos que los contenidos

desarrollados en este trabajo de titulación, cuyo título es “TECHNIQUES TO

GENERATE IDEAS IN PRE-WRITING. Propuesta: DIDACTIC GUIDE OF TECHNIQUES

TO GENERATE IDEAS IN PRE-WRITING”, son de nuestra absoluta propiedad,

responsabilidad y según el Art. 114 del CÓDIGO ORGÁNICO DE LA ECONOMÍA

SOCIAL DE LOS CONOCIMIENTOS, CREATIVIDAD E INNOVACIÓN*, autorizamos el

uso de una licencia gratuita intransferible y no exclusiva para el uso no comercial

de la presente obra con fines académicos, en favor de la Universidad de

Guayaquil, para que haga uso del mismo, como fuera pertinente.

________________________ ______________________________

CHACE QUELAL GLORIA ISABEL ESPINOZA LLANOS ANGÉLICA ROSARIO C.I. No. 180424942-1 C.I. No. 093046745-1

*CÓDIGO ORGÁNICO DE LA ECONOMÍA SOCIAL DE LOS CONOCIMIENTOS, CREATIVIDAD E

INNOVACIÓN (Registro Oficial n. 899 - Dic./2016) Artículo 114.- De los titulares de derechos de obras creadas en las instituciones de educación superior y centros educativos.- En el caso de las obras creadas en centros educativos, universidades, escuelas politécnicas, institutos superiores técnicos, tecnológicos, pedagógicos, de artes y los conservatorios superiores, e institutos públicos de investigación como resultado de su actividad académica o de investigación tales como trabajos de titulación, proyectos de investigación o innovación, artículos académicos, u otros análogos, sin perjuicio de que pueda existir relación de dependencia, la titularidad de los derechos patrimoniales corresponderá a los autores. Sin embargo, el establecimiento tendrá

una licencia gratuita, intransferible y no exclusiva para el uso no comercial de la obra con fines académicos.

ANEXO 12

140

ANNEX II

PHOTOS AND

RESEARCH

INSTRUMENTS

141

Photos of “Francisco Huerta Rendón” High School and the

institution’s authority

Recognition of the institution by the researchers. Source: “Francisco Huerta Rendón” High School.

Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.

Meeting with MSc. Marco Yambay, Dean of the institution. Source: “Francisco Huerta Rendón” High School.


142

Photos of the researchers during the class observation

Class Observation n°2: Wednesday, June 26th, 2019. Source: “Francisco Huerta Rendón” High School.


Class Observation n°1: Friday, June 21th, 2019. Source: “Francisco Huerta Rendón” High School.


143

Photos of the researchers during the interview

Interview to Lic. Ramón Sánchez, teacher of tenth year of B.G.E. Source: “Francisco Huerta Rendón” High School.


144

Photos of the students during the survey

Students of tenth “A” year of B.G.E. Source: “Francisco Huerta Rendón” High School.


Students of tenth “C” year of B.G.E. Source: “Francisco Huerta Rendón” High School.


145

Photos of the application of the proposal

Students of tenth year generating ideas with the Brainstorming technique.

Source: “Francisco Huerta Rendón” High School. Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.

The researchers explaining to Lic. Ramón Sánchez about techniques to generate ideas in pre-writing.

Source: “Francisco Huerta Rendón” High School. Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.

146

Thesis tutoring photos

Tutoring session n°1: May 22nd, 2019. Source: Teachers' room of the School of Languages and Linguistics.


Tutoring session n°2: May 27th, 2019. Source: Teachers' room of the School of Languages and Linguistics.


147


Tutoring session n°3: June 10th, 2019. Source: Teachers' room of the School of Languages and Linguistics.




148




Tutoring session n°6: July 15th, 2019. Source: Teachers' room of the School of Languages and Linguistics.


149


Tutoring session n°7: July 22nd, 2019. Source: Teachers' room of the School of Languages and Linguistics.


Tutoring session n°8: July 29th, 2019. Source: Teachers' room of the School of Languages and Linguistics.


BFILO-PLL-19P064 CHACE - ESPINOZA.pdf

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